PAEKER'S   EXERCISES   IN    COMPOSITION. 


PROGRESSIVE    EXERCISES 


ENGLISH  COMPOSITION. 


BY    K.    G.    PxiRKER,    A.    M. 

PRINCIPAL    OF       Mi     FRANKLIN    GRAMMAR   SCHOOL,   BOSTON 


I  I.,  breviora  reiUi  tit. 


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•v/!:lfth  stereotvpe  edition. 


BOSTON : 
I    PT     I   MSIIED    BY    ROBEIiT    S.    DAVIS, 

AND 

GO^   f  r>,    KENDALL    &    LIISQOLN. 

SOLD    BY   THE    1  :UN<;IPAL    EOOKSELJLRS    IN   T^    y^'^TED    STATES. 


GIFT   OF 
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No 


IX 


PROGRESSIVE    EXERCISES 


ENGLISH  COMPOSITION. 


BY    R.    G.    PARKER,    A.    M. 

PRINCIPAL   OF   THE   FRANKLIN    GRAMMAR   SCHOOL,   BOSTON. 


**  Ordo  et  modus  omnia  breviora  reddunt  ** 


TWELFTH    STEREOTYPE    EDITION, 


BOSTON: 
PUBLISHED    BY    ROBERT    S.    DAVIS, 

AND 

GOULD,    KENDALL    &    LINCOLN. 

AND    SOLD    BY   THE    PRINCIPAL    BOOKSELLERS    IN   THR    UNITED    STATES, 

183  7, 


The  School  Committee  of  the  city  of  Boston  have 
authorized  the  introduction  of  tliis  work  into  the  publick 
schools  of  the  city. 


Entered,  according  to  Act  of  Congress,  in  the  year  1832,  by 

R.  G.  PARKER, 
in  the  Clerk's  Office  of  the  District  Court  of  Massachusetts. 


PUBLISHERS'  ADVERTISEMENT 

TO    THE    TWELFTH    (STEREOTYPE )    EDITION. 

This  work  has  been  very  favourably  received  in  England,  having 
passed  through  three  editions  in  London,  within  the  space  of  one  year. 
The  English  publisher  has  now  stereotyped  it. 

The  following  notice  is  extracted  from  the  last  London  edition  : — 
"  A  third  edition  of  this  little  work  having  been  called  for  within  the 
present  year  (1834),  is  no  small  testimony  of  its  utility,  both  as  a 
guide  to  the  Teacher,  and  an  aid  to  the  Pupil,  in  one  of  the  most  diffi- 
cult, though  most  important  departments  of  education." 

Boston,  Jubj^  1835. 


j^ 


PREFACE.        Zi!JL-  . 


Two  great  obstacles  beset  the  pupil  in  his  first  attempts  at  compo- 
sition. The  first  is  the  difficulty  of  obtaining  ideas,  (or  learning  to 
think ;)  the  second  is  that  of  expressing  them  properly  when  obtain- 
ed. In  this  volume,  the  author  has  endeavoured  to  afford  some  as- 
sistance to  the  pupil  in  overcoming  both  these  difficulties.  It  is  not 
unfrequently  the  case  that  the  scholar  is  discouraged  in  the  very  on- 
set, and  the  teacher,  from  the  want  of  a  regular  and  progressive  sys-. 
tem,  finds  his  labours  unsuccessful,  and  his  requisitions  met  with  re- 
luctance, if  not  with  opposition.  The  simplicity  of  the  plan  here 
proposed,  requires  no  laboured  explanation.  The  first  exercise  or  les- 
son consists  in  giving  the  pupil  a  word,  or  a  number  of  words,  and 
instead  of  asking  for  a  definition  of  them,  requiring  him  to  use  them 
in  a  sentence  or  idea  of  his  own*  From  this  simple  exercise  he  is 
led  onward  through  a  series  of  Lessons  in  easy  and  regular  progres- 
sion, from  the  simplest  principles  to  the  most  difficult  practice.  Af- 
ter the  principle  of  each  lesson  is  stated,  (and,  when  necessary,  ex- 
plained,) a  ^' Model  "  is  presented,  which  is  designed  to  show  the 
pupil  how  the  exercise  is  to  be  performed.  The  Examples  for 
Practice  furnish  him  with  the  materials  with  which  he  is  expected 
to  perform  his  exercise.  The  teacher  will  find  no  difficulty  in  sup- 
plying the  deficiency,  if  the  Examples  are  not  sufficiently  numer- 
ous in  some  cases,  or  in  omitting  what  may  be  superfluous  in  others. 
If,  on  the  first  inspection,  any  of  the  Lessons  appear  too  diflEicult,  the 
Author  respectfull}''  requests  the  tests  of  trial  and  experience  before 
they  are  condemned.  They  have  been  performed,  and  the  Models 
of  some  of  those  apparently  the  most  difficult,  were  written  by  pu- 
pils in  the  school  of  which  he  has  the  charge. 

*  The  pupil  may  be  permitted  to  write  simply  or  familiarly  at  first : 
but  the  teacher  should  in  all  cases  require  that  the  sentence  be  the 
unassisted  production  of  the  pupil  himself.  Although  a  decided 
preference  is  expressed  for  a  written  exercise,  yet  several  of  the 
early  lessons  may  be  read  from  the  book,  at  the  discretion  of  the 
teacher.  For  some  suggestions  on  the  mechanical  execution  of 
written  exercises,  and  the  mode  of  correcting  thera,  the  teacher  is 
referred  to  the  close  of  the  volume. 


n  A(^Cy(f\c^y^^M 


IT  PREFACE. 

The  Author  is  encouraged  to  beheve  that  the  plan  will  be  favour- 
ably received,  if  it  leads  the  pupil  to  thlnky  or  removes  any  of  the  dif- 
ficulties which  lie  in  the  way  of  those,  who  are  just  turning  their  at- 
tention to  Composition.  Justice  requires  the  acknowledgement  that 
some  hints  have  been  derived,  and  some  extracts  have  been  taken 
from  Walker's  Teacher's  Assistant,  Booth's  Principles  of  English 
Composition,  and  Jardine's  Outlines  of  a  Philosophical  Education; 
but  the  plan,  and  the  general  features  of  the  work,  are  believed  to 
be  new. 

The  book  is  designed  as  the  Sequel  to  a  Grammar  which  will  short- 
ly be  pubhshed,  on  a  plan,  in  some  respects,  different  from  any  now 
in  use.  It  therefore  presupposes  some  acquaintance  with  syntax ; 
although  the  practical  exercises  under  most  of  the  Lessons,  can  be 
performed  with  tolerable  facility  by  those,  who  have  but  a  slender 
knowledge  of  any  part  of  Grammar. 
Boston,  June,  1832. 


ADVERTISEMENT  TO,THE  THIRD  (Stereotype)  EDITION. 

Within  the  short  space  of  six  months  this  work  has  passed  through 
two  editions,  consisting  of  Four  Thousand  Copies.  The  publishers 
have  now  determined  to  stereotype  it,  and  thus  put  it  into  a  perma- 
nent form.  The  Author,  desirous  of  rendering  it  more  worthy  the  un- 
expected favour  it  l^s  received,  has  made  some  additions  which  will 
supersede  the  necessiW  of  using  any  abridged  treatise  of  Rhetorick  in 
connexion  with  it. 

The  Granmiar,  which  the  Author  has  for  some  time  had  in  prepara- 
tion, and  which  he  designs  as  an  introduction  to  this  volume,  will 
shortly  be  put  to  the  press.  A  Sequel  to  this  work  is  also  intended  j 
and,  if  the  Author's  aims  are  accomplished,  the  three  volumes  will  be 
found  useful  auxiliaries  to  the  pupil  in  acquiring  correctness  of 
thought  and  expression. 

Hayward  Place,  January,  1833. 


LESSON  I. 

On  the  use  of  words. 

Write  a  sentence  containing  one  or  more  of  the  follow- 
ing words:  namely,  contains,  industrious,  well,  idle,  neglect, 
reward,  reprove,  recognized,  surprised,  destitute,  excel, 

MODEL. 

The  school  room  contains  many  pupils. 

Some  are  industrioits,  and  get  their  lessons  well. 

Others  are  idle  and  neglect  their  studies. 

The  teacher  will  reward  the  good,  and  reprove  the  negligent. 

I  recognized  my  father  in  the  procession. 

I  was  surprised  by  the  return  of  my  long  lost  brother. 

A  poor  man  is  destitute  of  many  comforts. 

She  excels  all  her  classmates. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  will  now  write  a  sentence  containing  one  or  more  of  the 
following  words,  recollecting  that  his  exercise  will  he  more  meritorious 
if  he  can  employ  several  of  the  words  in  the  same  sentence. 

Present,  exemplary,  beautiful,  tall,  straight,  erect,  well, 
quickly,  inadvertently,  exalted,  abandoned,  animation,  en- 
terprising/refused,  admission,  inspect,  sagacity,  fruitless, 
solicitation,  disregarded,  congratulate,  acquire,  delightful) 
^sentiment,  necessarily,  comprehensive,  contain,  expect, 
fatal,  infirmities,  obtain,  possess,  prospect)  unforeseen, 
poisonous,  baneful,  influence,  indulgence,  forbear,  gentle, 
docile,  equally,  clemency,) prompt,  anticipate,  alienated, 
stimulated,  promiscuous,  heterogeneous,  mingle,  entire, 
complete,  astonished,  homage,  lucubrations,  nomenclature, 
panegyrick,  paltry,  palpitate,  patent,  posterity,  regret, refute, 
refresh,  secret,  secede,  shortsighted,  substantial,  indefinite, 
auxiliary,  surpass,  surmount,  protest^ surly,  suppress,  with- 
draw, approximate,  fearlessly,  coerce,  atrocious,  invasion, 
fertility,  inundate,  preserve,  commiseration,  uncouth,  bar- 
barity, productions,  invincible,  repugnance,  verdure,  fleet- 
ing^ ridiculous,  condemn,  confine,  discover,  anxious,  solic- 
itude, anticipate,  commendable,  evince,  undoubtedly)  ravei- 
ges,  menace,  insignificant,  reprehensible,  benefits  conferred. 
A2 


PROGRESSIVE  EXERCISES  IN 


LESSON  II. 

Use  of  words  in  phrases. 

Write  a  sentence  containing  one  of  the  following  phrases ^ 
namely,  verij  good,  exceedingly  kind,  tolerably  well,  at  length, 
in  the  best  manner,  in  succession. 

MODEL. 

My  pen  is  a  verij  good  one. 

My  teacher  is  exceedingly  kind  to  me. 

George  behaves  tolerably  icell. 

I  have  at  length  finished  the  first  lesson  in  composition. 

I  tried  to  perform  it  in  the  best  manner. 

I  did  not  use  all  the  words  in  succession. 

EXAMPLES    FOR   PRACTICE. 


1    In  general. 

2.  Indeed. 

3.  In   the  most    exemplary   man- 

ner. 
^4    The  atrocious  wickedness. 

5.  The  inhuman  barbarity. 

6.  The  nefarious  traffick. 

7.  The  indolent  habits. 

8.  The  frightful  ravages. 

9.  Just  and  generous  principles. 

10.  ^Were  mingled. 

11.  Great  advantage  may  be  de- 
"   rived. 

12.  Menaced  with  a  loud  voice. 

13.  invasion  of  oar  rights. 

14.  Fertility  of  invention. 
IS.'^atience  and  perseverance. 

16.  Was  inundated. 

17.  The  importance  of. 

18.  Arc  of  no  great  consequence. 

19.  ,Pay  particular  attention  to. 

20.  fee  very  anxious. 

21.  The  acquisition  of  knowledge. 

22.  The  value  of  education. 

23.  Can  be  useful  to  few  persons 

only. 

24.  Naturally  tend. 

25.  The  beneficial  influence. 

26.  The  baneful  effects. 

27.  The  most  important. 

28.  A  good  character. 

29.  JToung  children  are  apt. 

30.  The"  duties    of    children    at 

school  are. 


31.  By   some   thoughtless  action 

or  expression. 

32.  Has   not  the   slightest  foun- 

dation. 

33.  In  order  to  preserve  our  health 

it  is  necessary. 

34.  We  should  always  speak. 

35.  Can  neither  be  respected  noi 

esteemed. 

36.  Deserves  our  commiseration. 

37.  Is  the  first  duty  of  children  at 

school. 

38.  The    most    insignificant   and 

trifling. 

39.  It  is  the  duty  of  children. 

40.  If  we  wish  to  excel. 

41.  Are  uncouth  and  disgusting. 

42.  Is  a  description  of  the  earth. 

43.  Teaches  us  to  speak  properly 

and  write  correctly. 

44.  Are  the  productions  of  warm 

climates. 

45.  Where  the  sun  never  rises. 

46.  Are  fleeting  and  changeable. 

47.  Are  ridiculous  in  the  extreme. 

48.  There   is   a   great    difference 

between. 
40.  Condemned  to  die. 

50.  Invincible  repugnance. 

51.  He  found   himself  surround 

ed. 

52.  How  vast  are  the  resources. 

53.  I  would  surely. 

54.  I  had  rather. 


ENGLISH  COMPOSITION.  1 

55.  As  far  as  the  eye  could  reach.  64.  Feel  an  anxious  solicitude. 

56.  Overgrov/n  with  verdure.  65.  We  anticipate  with  pleasure* 

57.  Evinces  remarkable  sagacity.  66.  The  effects  of  intemperance. 

58.  After  feasting  my  eyes.  67.  Juan  easily  discover. 

59.  Commendable  diligence.  68.  .Shall  readily  find. 
60.1s  undoubtedly  true.  69.  Can  easily  discern. 
61. Overspread  with  verdure.  70..'»Confine  our  attention. 

62.  Undervalue  the  advantages  71.  Js  seldom  unrewarded. 

63.  Duly  appreciate.  72.  Is  inexcusable. 


LESSON   III. 

Use  of  words,  continued. 

/       Supply  the  words  that  are  omitted  in  the  following  sen- 
tences, and  make  sense  of  the  sentences. 

MODEL. 

1.  His  father  was to his  request. 

2.  The  boys  applied  themselves  to  their  lessons  with 


3.  No  one  should he  enjoys. 

4.  Parents for  the  welfare  of  their  chil- 
dren. 

5.  A  faithful  discharge  of  duty . 

Supplying  the  words  omitted,  the  sentences  may  be  read, 

1.  His  father  was  induced  to  grant  his  request. 

Or,  His  father  was  obliged,  (or  compelled)  to  deny  his  request. 

2.  The  boys  applied  themselves  to  their  lessons  with  commendable 
diligence. 

3.  No  one  should  undervalue  the  advantages  he  enjoys. 

4.  Parents  feel  an  anxious  solicitude  for  the  welfare  of  their  chil- 
dren. 

5.  A  faithful  discharge  of  duty  is  seldom  unrewarded. 

N.  B.     The  pupil  is  given  to  understand  that  any  other  words  which 
would  make  good  sense  may  be  used. 

EXAMPLES    FOR    PRACTICE. 

1 .  We  seldom  forget  the which  are by  our 

friends. 

2.  Mankind  cannot without . 

3.  Be   kind and  —  to  your  companions  — 

not nor . 

4.  If  you  conduct  yourself  in  a and manner, 

you  will  procure  the and  the of  all  who  know  you. 


8  PROGRESSIVE  EXERCISES  IN 

5.  When  you  have  a  difficult to  perform you 

must  not  say  you  cannot it ;  but  exert  all  your  — . 

and  use  your  best ;  for  what  man  has  done  can  again 

be by  man. 

6.  By  carefully  observing  the  proper  discharge  of  your 

duties,  you  will  gain  the of  your  superiors;   the 

and of  your  equals ;   and  the and of  all 

who  are  your  inferiors.    All  that  know  you,  will and 

■        you.     Your  example  will  be as  a  pattern 

of ' and behaviour.     You  will  be and  ^ 

in  every  period,  station  and  circumstance  in  your    life  ; 
and  your  name  will  be when  you  are  in  your  grave. 

7.  Nothing  can for  the  want  of  modesty;    without 

it  beauty  is and  wit . 

8.  Ignorance  and are  the  only  things  of  which 

we  need  be  ashamed.     Avoid  these,  and  you  may 

what  company  you  will. 

9.  All  men  pursue and  would  be if 

they  knew  how. 

10.  Many   men   mistake   the  for   the  of 

virtue ;   and  are  not  so  much as  the of  good- 
ness. 

11.  It  is  required  of  all  men  that  they  live^ , , 

and in  this  world. 

12.  The  consciousness  that  the  eye  of — is  always 

upon  us  should us  to diligence  in  the 

of  our  duties,  and  make  us  remember  the and 

the of  our  situation. 

13.  No  pleasures  can  be unless  we  are  willing 

to the  full for  their  enjoyment. 

14.  If  you to  obtain  the of  others,  you 

must  not their  interests  or their  fail- 
ings.    Your  own  happiness  cannot  be  augmented  by 

the  faults  of  others,  neither  can  your be  promoted 

by  their . 

15.  Virtue    and will  secure  all  the  of 

this  life.     Religion  will us  under  the of  the 

world,  and us  for  that  which  is . 

16.  Geography  teaches  us* — — ■— ;   it  describes 

the ;   and,  in  its  connection  with  astronomy,  ex- 
plains the  difference  of in  the  various  parts  of 

the  world. 


ENGLISH    COMPOSITION. 


17.     It  was  a  delightful in  the  month  of - 


The  sun  rising  above  the ,  had  gilded  the  tops  of 

the  — — .     The  birds  fearing  the  heat  had in  the 

The   cattle,   having  their  thirst  in   the 


were  browsing  on  the ,  and  the  peasant  had  - 


his  labours  in  the  field.  All  things  seemed  to  — J —  of  a  love- 
ly day.  But  suddenly  the began  to ,  the be- 
gan — r-to  look  dark,  the darted  through  the  sky,  the 

rolled,  and  a  noise,  as  if  all  the  artillery  of  heaven 

was  discharged  at  once,  spread and on  all 

around. 

18.  Our  eyes  are  dazzled  by  the of  light. 

19.  Children  are  and  .      When  they  are 

older  they  become :  but  when  they  have  arrived  at 

the  state  of  manhood  they  lay  aside  the  of  youth, 

and  apply  themselves  to  the  which  belong  to  their 

in  life. 

20.  How  many  persons  when  they  are  young  expect 
that  life  will  afford  them and ;  but  how  fre- 
quently, alas,  are  they .    The from  which  they 

expected  to pleasure  often  proves  their  ruin.     The 

from  which  they  thought  to  derive  the  greatest  sat- 
isfaction, often  deceive  them,  or  prove  a  source  of  bitter 
disappointment. 

21.  The  only  real  and  solid  enjoyment  of  life  is  deriv- 
ed from .       The  only  thing    which  we  have   real 

cause  to  dread  is . 

22.  A  school  room  is  a  place  where  children  assemble 

to  — ^ —  and .    The  duties  of  the  teacher  are  to 

and his  pupils;    and  the  pupils  themselves  should 

be and ,  in  order  that  they  may  be  benefit- 
ted by  his  instructions.     They  should  not'- nor  — 

nor ;  but  listen to  what  is  told  them;    and  try 

to  show  by  their  and  that  they  know  how  to 

estimate  the  privileges  which  they in  being  allow- 
ed   school. 


LESSON  IV. 

Variety  of  Jlrraiigement. 

Sentences  consisting  of  parts  and  members,  and  some- 
times very  simple  sentences,  can  be  variously  arranged, 
the    sense  remaining     unaltered.       The   following   sen- 


10  PROGRESSIVE  EXERCISES  IN 

tences  are  to  be  written  (or  read)  in  as  great  a  variety  of  ar- 
rangement as  the  pupil  can  invent.  He  may  afterwards 
take  the  same  words  and  express  different  ideas  with  them. 

MODEL. 

On  the  fifth  day  of  the  month,  which  I  always  keep  holy,  I  ascend- 
ed the  high  hills  of  Bagdad,  in  order  to  pass  the  rest  of  the  day  in 
meditation  and  prayer. 

Sajne  sentence,  with  the  members  differently  arranged. 
On  the  fifth  day  of  the  month,  which  I  always  keep  holy,  in  oraer 
to  pass  the  rest  of  the  day  in  meditation  and  prayer,  I  ascended  the 
high  hills  of  Bagdad. 

Same  again  varied. 
I  ascended  the  high  hills  of  Bagdad,  in  order  to  pass  the  rest  of  the 
day  in  meditation  and  prayer,  on  the  fifth  day  of  the  month,  which  I 
always  keep  holy. 

^gain. 
In  order  to  pass  the  rest  of  the  day  in   meditation  and  prayer,  I 
ascended  the  high  hills  of  Bagdad,  on  the  fifth  day  of  the  month, 
w.hich  I  always  keep  holy. 

Jlgain. 

In  order  to  pass  the  rest  of  the  day  in  meditation  and  prayer,  on 
tlie  fifth  day  of  the  month,  which  1  always  keep  holy,  I  ascended  the 
high  hills  of  Bagdad. 

j9gain. 

I  ascended  the  high  hills  of  Bagdad,  on  the  fifth  day  of  the  month, 
wliich  I  always  keep  holy,  in  order  to  pass  the  rest  of  the  day  in  med- 
itation and  prayer. 

N.  B.  It  is  recommended  to  Teachers  to  require  the  pupil  to  tell 
which  arrangement  of  the  sentence  he  thinks  the  best. 

EXAMPLES    FOR    PRACTICE. 

1 .  John  was  buried  here. 

This  simple  sentence  may  be  read  in  twenty-four  different  ways, 
six  of  which  will  be  questions. 

2.  The  farmer  Peter  ardently  loves  the  beautiful  shep- 
herdess Mary. 

3.  The  highwayman  by  force  (or  forcibly)  took  a  watch 
from  a  gentleman's  servant  on  the  turnpike-road. 

4.  Such  unusual  moderation  in  the  exercise. of  supreme 
power,  such  singular  and  unheard  of  clemency,  and  such 
remarkable  mildness,  cannot  possibly  be  passed  over  by 
me  (or  I  cannot  possibly  pass  over)  in  silence. 

N.  B.  The  longest  members  of  a  sentence  ought  generally  to  be 
placed  last. 


ENGLISH    COMPOSITION.  11 

5.  Some  gentle  spirit  glides  with  glassy  foot  over  yon 
melodious  wave,  still  pervades  the  spot,  keeps  silence  in  the 
cave,  or  sighs  in  the  gale;  although  thou,  the  Muse^'  seat, 
art  now  their  grave,  and  Apollo  no  more  delights  to  dwell 
in  his  favourite  grotto. 

6.  I  survey  thee.  Oh  Parnassus,  neither  with  the  frenzy 
of  a  dreamer,  nor  the  ravings  of  a  madman;  but  as  thou  ap- 
pearest,  in  the  wild  pomp  of  thy  mountain  majesty. 

7.  Who  with  rosy  light  filled  thy  countenance,  sank  thy 
sunless  pillars  in  the  earth,  and  made  thee  the  father  of 
perpetual  streams. 

8.  Bleached  linen,  the  pride  of  the  matron,  the  toil  of 
many  a  winter  night,  the  housewife's  stores,  whiter  than 
snow,  are  laid  up  with  fragrant  herbs. 

9.  Softened  by  prosperity,  the  rich  pity  the  poor;  disci- 
plined into  order,  the  poor  respect  the  rich. 

10.  When  April  and  May  reign  in  sweet  vicissitude,  I, 
like  Horace,  perceive  my  whole  system  excited  by  the  po- 
tent stimulus  of  sun-shine,  and  give  care  to  the  winds. 

1 1 .  Early  one  summer  morning  before  the  family  was 
stirring,  an  old  clock,  that,  without  giving  its  owner  any 
cause  of  complaint,  had  stood  for  fifty  years  in  a  farmer's 
kitchen,  suddenly  stopped. 

12.  Thy  skies  are  as  blue,  thy  groves  are  as  sweet,  thy 
fields  are  as  verdant,  thine  olive  is  as  ripe,  thy  crags  are  as 
wild,  as  they  were  in  those  early  days  when  Minerva  her- 
self graced  the  scene. 

13.  A  horseman,  with  an  oath,  rudely  demanding  a  dram 
for  his  trouble,  came  galloping  to  the  dc^or,  while  they  were 
at  their  silent  meal,  and,  with  a  loud  voice,  called  out  that 
with  a  letter  he  had  been  sent  express  to  Gilbert  Ainslie. 

14.  By  violent  persecution,  compelled  to  quit  his  native 
land,  Rabbi  Akiba  wandered  over  barren  wastes  and  dreary 
deserts.  At  last  he  came  fatigued  and  almost  exhausted, 
near  a  village. 

15.  As  the  threatening  clouds  obscured  the  moon,  and 
the  post  boy  drove  furiously  through  the  road,  suddenly  I 
heard  a  lamentable  sound. 

16.  It  appears  that  during  the  night  a  band  of  robbers 
had  entered  the  village,  plundered  the  houses,  and  killed 
the  inhabitants.  •"-         •  . 


il2  PROGRESSIVE  EXERCISES  IN 

17.  From  the  result  of  my  own  personal  observation,  I 
am  fully  convinced  that  there  has  formerly  been  a  popula- 
tion much  more  numerous  than  exists  here  at  present. 

18.  Leaving  it  entirely  to  the  imagination  to  descend 
further  into  the  depths  of  time  beyond,  we  can  trace  these 
remains  of  Indian  workmanship,  back  six  hundred  years, 
from  the  ages  of  the  trees  on  them,  and  from  other  data.    * 

19.  In  inverted  order,  as  well  as  that  in  which  they  are 
arranged,  the  various  kinds  of  exercises  should  be  practised, 
from  the  highest  to  the  lowest,  to  effect  the  purpose  for 
which  they  were  designed. 

20.  To  vindicate  the  rehgion  of  their  God,  to  defend' 
the  justice  of  their  country,  to  save  us  from  ruin,  I  call  on 
this  most  learned,  this  right  reverend  bench.  To  main- 
tain your  own  dignity,  and  to  reverence  that  of  your  an- 
cestors, I  call  upon  the  honour  of  your  lordsiiips.  I  call 
upon  the  humanity  and  the  spirit  of  my  country,  to  vindi- 
cate the  national  character. 

21.  In  the  treasury  belonging  to  the  Cathedral,- in  this 
city,  a  dish,  supposed  to  be  made  of  emerald,  has  been  pre- 
served for  upwards  of  six  hundred  years. 

22.  Contented  and  thankful,  after  having  visited  Lon- 
don, we  leturned  to  our  retired  and  peaceful  habitations. 

23.  When  the  Romans  were  pressed  with  a  foreign  en- 
emy, the  women  voluntarily  contributed  all  their  rings  and 
jewels,  to  assist  the  government. 

24.  •  He  had  ploughed,  sowed,  and  reaped  his  often 
scanty  harvest  with  his  own  hands,  assisted  by  three  sons, 
^^ho,  even  in  boyhood,  were  happy  to  work  with  their  father 
in  the  fields. 

25.  The  little  bleak  farm,  sad  and  affecting  in  its  lone 
and  extreme  simplicity,  smiled  like  the  paradise  of  poverty, 
when  the  lark,  lured  thither  by  some  green  barley  field,  rose 
ringing  over  the  solitude;  and  among  the  rushes  and  heath, 
the  little  brown  moorland  birds  were  singing  their  short 
songs. 

26.  At  every  step  he  advanced;  his  heart  became  moro 
and  more  elated,  having  with  difficulty  found  his  way  to 
the  street  where  his  decent  mansion  had  formerly  stood. 

27.  Looking  eagerly  around  he  proceeded  with  joy,  but 
of  the  objects  with  which  he  had  formerly  been  conversant, 
he  observed  but  few. 


ENGLISH  COMPOSITION.  13 

28.  He  hastened  to  .the  palace,  overwhelmed  with  an- 
guish, and  casting  himself  at  the  feet  of  the  Emperor,  he 
cried,  Great  prince,  I  have  survived  my  family  and  friends, 
and  even  in  the  midst  of  this  populous  city  I  find  myself  in 
a  dreary  solitude ;  to  that  prison  from  which  mistaken  mer- 
cy has  delivered  me,  graciously  send  me  back. 


LESSON  V. 

VARIETY    OF    EXPRESSION. 

A  very  common  error  of  pupils  just  commencing  compo- 
sition, is  the  frequent  and  unnecessary  use  of  the  conjunc- 
tion and.  The  following  examples  will  show,  that  the  use 
of  the  present  or  perfect  participle  will  correct  this  fault. 

MODEL,  with  the  present  participle. 

He  descended  from  his  throne,  and  ascended  the  scaiFoId,  and  said, 
**  Live,  incomparable  pair." 

Better  thus :  Descending  from  his  throne,  and  ascending  the  scaf- 
fold, he  said,  "  Live,  incomparable  pair." 

Or  thus :  He  descended  from  his  throne,  and  ascending  the  scaf- 
fold, said,  "  Live,  incomparable  pair." 

Or  thus :  He  descended  from  his  t^hrone,  and  ascended  the  scaf- 
fold, saying,  *'  Live,  incomparable  pair." 

MODEL,  icith  the  perfect  participle. 

She  was  deprived  of -all  but  her  innocence,  and  lived  in  a  retired 
cottage  with  her  widowed  mother,  and  was  concealed  moref  by  her 
modesty  than  by  solitude. 

Better  thus:  Deprived  of  all  but  her  innocence,  and  concealed 
more  by  her  modesty  than  by  solitude,  she  lived  with  her  widowed 
mother  in  a  retired  cottage. 

Or  thus :  Deprived  of  all  but  her  innocence,  and  living  in  a  retir- 
ed cottage  with  her  widowed  mother,  she  was  concealed  more  by 
her  modesty  than  by  solitude. 

EXAMPLES    FOR    PRACTICE. 

1.  The  beauties  of  nature  are  before  us,  and  invite  us 
to  contemplate  the  power,  the  wisdom,  and  the  benevolence, 
of  that  great  and  good  Being  at  whose  word  they  sprang  up, 
and  presented  themselves  as  proper  objects  of  our  admira- 
tion, and  our  gratitude. 

2.  The  elephant  took  the  child  up  with  his  trunk,  and 
placed  it  upon  his  back,  and  would  never  afterward  obey 
any  other  master. 

B 


14  PROSRESSIVE    EXERCISES  IN 

3.  ^  Egypt  is  a  fertile  country :  and  is  watered  by  the  rfver 
Nile,  and  is  annually  inundated  by  that  river,  and  it  re- 
ceives the  fertilizing  mud  which  is  brought  by  the  stream 
in  its  course,  and  derives  a  richness  from  the  deposit  which 
common  culture  could  not  bestow. 

4.  He  was  called  to  the  exercise  of  the  supreme  power 
at  a  very  early  age,  and  evinced  a  great  knowledge  of  gov- 
ernment and  laws,  and  was  regarded  by  mankind  with  a 
respect  which  is  seldom  bestowed  on  one  so  young. 

5.  Geography  teaches  the  various  divisions  made  by 
man  or  nature,  on  the  earth,  and  the  productions  of  every 
climate ;  and  is  a  very  useful  study  to  the  merchant  and  the 
politician,  and  shows  the  former  where  commerce  is  most 
advantageously  pursued,  and  the  latter  the  natural  obsta- 
cles to  the  progress  of  ambition. 

6.  I  have  frequently  paused  in  the  wilderness,  and  con- 
templated the  traces  of  a  whirlwind,  and  wondered  at  the 
mighty  force  of  that  invisible  power,  which  roots  up  the 
stupendous  oak  and  lofty  pine,  and  spreads  ruin  and  desola- 
tion over  the  fair  face  of  nature. 

7.  The  celestial  vault,  the  verdure  of  the  earth,  and  the 
clear   silvery  light  which  danced    on   the    surface  of  the  " 
stream,  delighted  my  eyes,  and  restored  joy  to  my  heart, 
and  gave  animation  to  my  spirits,  and  conveyed  pleasures 
to  my  mind,  which  exceed  the  powers  of  expression. 

8.  He  raised  his  eyes,  and  turned  to  the  prince  and 
said,  "  Your  highness  will  remember  the  fidelity  with 
which  my  father  has  served  you,  and  I  suppose  that  you 
will  pardon  my  presumption  in  thus  appearing  uninvited 
at  your  court,  and  I  humbly  crave  permission  to  supplicate 
that  protection,  which  it  is  so  easy  for  you  to  afford,  and  so 
necessary  to  me  that  it  should  be  bestowed.  The  enemies 
of  our  family  are  powerful,  and  are  of  noble  blood,  and  are 
allied  by  peculiar  ties  to  your  highness,  and  may  therefore 
be  supposed  to  have  higher  claims  to  your  favour.  But  1 
know  that  generosity  to  be  a  characteristic  of  your  high- 
ness, which  will  disregard  the  suggestions  of  interest,  and 
defeat  the  nefarious  j)lans  of  artful  dependents,  and  afford 
succour  to  the  persecuted  peasant,  rather  than  countenance 
injustice  and  oppression. 

9.  I  fixed  my  eyes  on  different  objects,  and  I  soon  per- 
ceived that  I  had  the  power  of  losing  and  recovering  them, 
and  that  I  could  at  pleasure  destroy  and  renew  this  beauti- 


ENGLISH    CO.\rPOSITION.  15 

ful  part  of  my  existence.  This  new  and  delightful  sensa- 
tion agitated  my  frame,  and  gave  a  fresh  addition  to  my 
self-love,  and  caused  me  to  rejoice  in  the  pleasures  of  exis- 
tence, and  filled  my  heart  with  gratitude  to  my  beneficent 
Creator. 

10.  She  was  dressed  in  her  gayest  apparel,  and  wore 
her  most  costly  jewels,  and  presented  a  spectacle  of  living 
brilliance  which  scarcely  the  sun  himself  could  rival. 

11.  The  dry  leaves  rustled  on  the  ground,  and  the 
chilling  winds  whistled  by  me,  and  gave  me  a  foretaste  of 
the  gloomy  desolation  of  winter. 

12.  He  took  them  into  the  garden  pne  fine  summer 
morning,  and  showed  them  two  young  apple  trees,  and  said, 
My  children,  I  give  you  these  trees.  They  will  thrive  by 
your  care,  and  decline  by  your  negligence,  and  reward 
you  by  their  fruit  in  proportion  to  the  labour  you  bestow 
upon  them.  Edward  the  youngest  son  attended  to  the  ad- 
monitions of  his  father,  and  rose  early  every  day  to  clear 
the  tree  from  insects  that  would  hurt  it,  and  propped  up  the 
stem  to  prevent  its  taking  a  wrong  bent,  and  had  the  satis- 
faction in  a  short  time  of  seeing  his  tree  almost  bent  to  the 
ground  with  the  weight  of  the  rich  and  racy  fruit.  But 
Moses  preferred  to  wile  away  his  time,  and  went  out  to  box 
with  idle  boys,  while  Edward  was  labouring  in  the  orchard, 
and  soon  found  his  tree  destroyed  by  his  neglect. 

13.  Columbus  perceived  that  it  would  be  of  no  avail  to 
have  recourse  to  any  of  his  former  expedients,  and  found 
it  impossible  to  rekindle  any  zeal  for  the  success  of  the 
expedition,  and  endeavoured  to  soothe  passions,  which  he 
could  no  longer  command,  and  gave  way  to  a  torrent  too 
impetuous  to  be  checked. 

14.  They  erected  a  crucifix,  and  prostrated  themselves 
before  it,  and  gave  thanks  to  God  for  conducting  their  voy- 
age to  such  a  happy  issue. 

15.  He  knows  that  life  has  many  trials,  and  believes 
that  God  has  appointed  this  world  as  the  preparative  for 
another,  and  regards  not  with  feelings  of  envy  or  jealousy, 
the  more  prosperous  condition  of  others. 


16  PROGRESSIVE    EXERCISES    IN 

LESSON  VI. 

Variety  of  expression^  continued. 

The  active  or  objective  verb  may  be  changed  into  the 
passive ;  and  the  passive  verb  may  be  changed  into  the  ac- 
tive or  objective,  the  sense  remaining  unaltered. 

MODEL,  by  the  active  or  objective  verb. 

All  mankind  must  taste  the  bitter  cup  which  destiny  has  mixed. 

By  the  passive. 

The  bitter  cup  which  destiny  has  mixed,  ( or  which  has  been  mix- 
ed by  destiny,)  must  be  tasted  by  all  mankind. 

EXAMPLES    FOR   PRACTICE. 

1.  The  project  was  received  with  great  applause  by  all 
the  company, 

2.  Most  of  the  trades,  professions,  and  ways  of  living 
among  mankind,  take  their  origin  either  from  the  love  of 
pleasure,  or  the  fear  of  want. 

3.  Gentleness  corrects  whatever  is  offensive  in  our 
manners. 

4.  The  places  of  those  who  refused  to  come,  were  soon 
filled  with  a  multitude  of  delighted  guests. 

5.  You  have  pleaded  your  incessant  occupation.     Ex 
hibit  then  the  result  of  your  employment. 

6.  Is  the  eye  of  Heaven  to  be  dazzled  by  an  exhibition 
of  property,  an  ostentatious  show  of  treasures.^ 

7.  I  need  not  ask  thee  if  that  hand  when  armed,  has 
any  Roman  soldier  mauled  and  knuckled. 

8.  In  visiting  Alexandria,  what  most  engages  the  at- 
tention of  travellers  is  the  pillar  of  Pompey,  as  it  is  called, 
situated  at  a  quarter  of  a  league  from  the  southern  gate. 

9.  But  the  evening  is  the  time  to  review  not  only  our 
blessings  but  our  actions. 

10.  We  receive  such  repeated  intimations  of  decay  in 
the  world  through  which  we  are  passing,  decline  and 
change,  and  loss  follow  decline  and  change,  and  loss,  in 
such  rapid  succession,  that  we  can  almost  catch  the  sound 
of  universal  wasting,  and  hear  the  sound  of  desolation  going 
on  around  us. 


ENGLISH  COMPOSITION.  17 

11.  The  rectitude  of  Dryden's  mind  was  sufficiently 
shown,  by  the  dismission  of  his  poetical  prejudices,  and  the 
rejection  of  unnatural  thoughts  and  rugged  numbers. 

12.  The  youth  who  had  found  the  cavern,  and  had  kept 
the  secret  to  himself,  loved  this  damsel.  He  told  her  the 
danger  in  time,  and  persuaded  her  to  trust  herself  to  him. 

13.  When  the  subject  is  such  that  the  very  mention  of 
it  naturally  awakens  some  passionate  emotion;  or  when 
the  unexpected  presence  of  some  person  or  object  in  a  pop- 
ular assembly  inflames  the  speaker,  either  of  these  will  jus- 
tify an  abrupt  and  vehement  exordium. 

14.  Theocritus  and  Virgil  are  the  two  great  fathers  of 
pastoral  writing.  For  simplicity  of  sentiment,  harmony  of 
numbers,  and  richness  of  scenery,  the  former  is  highly  dis- 
tinguished. The  latter,  on  the  contrary,  preserves  the  pas- 
toral simplicity  without  any  offensive  rusticity. 

15.  The  relation  of  sleep  to  night,  appears  to  have  been 
expressly  intended  by  our  benevolent  Creator. 

16.  The  favoured  child  of  nature  who  combines  in  her- 
self these  united  perfections,  may  be  justly  considered  the 
masterpiece  of  creation. 


LESSON  VII. 

Variety  of  expression,  continued. 
To  preserve  the  unity^  of  a  sentence,  it  is  sometimes  ne- 
cessary to  employ  the  case  absolute,  instead  of  the  verb  and 
conjunction. 

MODEL. 

1.  The  li^ht  infantry  joined  the  main  body  of  the  detachment, 
and  the  Enghsh  retreated  precipitately  towards  Lexington. 

Better  thus:  The  light  infantry  having  Joined  the  main  body  of 
the  detachment,  the  English  retreated  precipitately  towards  Lexing- 
ton. 

2.  The  class  recited  their  lessons,  and  the  teacher  dismissed 
them. 

Better  thus:  The  class  having  recited  their  lessons,  the  teacher 
dismissed  them. 

EXAMPLES    FOR    PRACTICE. 

1.  The  battle  was  concluded,  and  the  commander  in 
chief  ordered  an  estimate  of  his  loss  to  be  made. 

*See  Lesson  35th. 
B2 


.18  PROGRESSIVE    EXERCISES    IN 

2.  John  was  in  the  school  room,  and  Charles  entered 
and  thus  addressed  him. 

3.  The  Monongahela  and  Alleghany  rivers  were  swol- 
len by  the  continued  rains;  and  the  Ohio  inundated  the 
cities,  towns  and  villages  on  its  banks. 

4.  The  trees  were  cultivated  with  much  care,  and  the 
fruit  was  rich  and  abundant. 

5.  The  love  of  praise  is  naturally  implanted  in  our  bo- 
soms, and  it  is  a  very  difficult  task  to  get  above  a  desire  of 
it,  even  for  things  that  should  be  indifferent. 

6.  The  rain  poured  in  torrents  upon  us,  and  we  were 
obliged  to  take  shelter  in  a  forest. 

7.  Offences  and  retaliations  succeed  each  other  in  end- 
less strain,  and  human  life  will  be  rendered  a  state  of  per- 
petual hostilities  without  some  degree  of  patience  exercised 
under  injuries. 

8.  His  mind  was  the  prey  of  evil  passions,  and  he  was 
one  of  the  most  wretched  of  beings. 

9.  The  character  of  Florio  was  marked  with  haughti- 
ness and  affectation,  and  he  was  an  object  of  disgust  to  all 
his  acquaintance. 

10.  The  evidence  and  the  sentence  were  stated,  and 
the  president  put  the  question  whether  a  pardon  should  be 
granted. 

1 1 .  Few  governments  understand  how  politick  it  is  to 
be  merciful ;  and  severity  and  hard  hearted  opinions  accord 
with  the  temper  of  the  times. 

12.  The  Shenandoah  comes  up  at  the  right,  and  the 
Potomack  with  its  multiplied  waters  rends  the  mountain 
asunder,  and  rushes  toward  the  sea. 

13.  Nature  dressed  the  scene  in  the  richest  colours  and 
mOvSt  graceful  forms,  and  never  could  the  eye  enjoy  a  rich- 
er spectacle. 

14.  I  travelled  through  the  county  of  Orange,  and  my 
eye  was  caught  by  a  cluster  of  horses  tied  near  a  ruinous, 
old,  wooden  house  in  the  forest,  not  far  from  the  road 
side. 

lo.  A  general  description  of  the  country  was  given  in 
a  former  letter,  and  I  shall  now  entertain  you  with  my  ad- 
ventures. 


ENGLISH  COMPOSITION.  19 

LESSON    VIII. 

Variety  of  expression^  continued. 

The  same  idea  can  be  expressed  in  various  ways,  either 
by  different  words,  or  by  inflections*  of  the  same  word."!" 

MODEL. 

Idleness  is  the  cause  of  misery. 

Same  idea  expressed  in  different  words. 

1.  Idleness  is  the  poison  of  happiness. 

2.  Idleness  is*  an  enemy  to  happiness. 

3.  Indolence  is  the  bane  of  enjoyment. 

4.  Indolence  is  a  foe  to  happiness. 

5.  Indolence  destroys  all  our  pleasures, 

6.  Want  of  occupation  prevents  tlie  enjoyment  of  life. 

7.  Laziness  opposes  every  effort  to  secure  the  enjoyment  of  life. 

8.  When  we  have  nothing  to  do,  time  hangs  heavily  on  our 
hands. 

9.  If  we  suffer  the  mind  and  body  to  be  unemployed,  our  enjoy- 
ments as  well  as  our  labours,  will  be  terminated. 

10.  Inactivity  of  mind  or  body  stagnates  the  spirits,  and  prevents 
their  easy  and  natural  flow. 

11.  The  rust  of  inactivity  obscures  the  brightness  of  many  a  pass- 
ing hour. 

12.  Indolent  habits  lay  the  foundation  of  future  misery. 

Another. 
When  the  school  was  dismissed,  the  children  went  home. 
Same  idea  differently  expressed. 

1.  The  school  having  been  dismissed  the  pupils  proceeded  to  their 
dwellings. 

2.  The  boys  and  girls  proceeded  home  as  soon  as  school  was  done. 

3.  The  scholars  went  home  as  soon  as  school  was  over. 

4.  School  being  closed,  the  children  departed  to  the  places  of  their 
residence. 

5.  The  business  of  school  having  been  completed,  the  masters  and 
misses  joined  their  friends  at  home. 

*  The  word  inflections  is  here  used  to  signify  a  grammatical 
change,  such  as  the  change  of  a  case  in  a  noun,  or  of  a  tense  in  a 
verb,  &c. 

t  Lessons  5th,  6th,  and  7th,  exhibit  the  method  of  expressing  the 
same  idea  by  inflections  of  the  same  words.  Besides  the  methods 
here  explained,  the  following  may  be  practised  in  some  sentences :  viz. 

1.  By  applying  adjectives  and  adverbs  instead  of  substantives. 

2.  By  using  nouns  instead  of  adjectives  and  adverbs. 

3.  By  reversing  the  correspondent  parts  of  the  sentence. 

4.  By  the  negation  of  the  contrary,  instead  of  the  assertion  of  the 
thing  first  proposed. 

-5.     By  the  use  of  pronouns  Instead  of  nouns. 


20  PROGRESSIVE  EXERCISES  IN 


EXAMPLES    FOR   PRACTICE.^ 

The  pupil  will  express  each  of  the  following  sentences  in 
as  many  icays  as  he  can  invent. 

1.  To  die  is  the  inevitable  lot  of  all  men. 

2.  Death  is  the  liberator  of  him  whom  freedom  cannot 
release;  the  physician  of  him  whom  medicine  cannot  cure, 
and  the  comforter  of  him  whom  time  cannot  console. 

3.  The  best  season  for  acquiring  the  spirit  of  devotion 
is  in  early  life.  It  is  then  attained  with  the  greatest  facili- 
ty, and  at  that  season  there  are  peculiar  motives  for  the 
cultivation  of  it. 

4.  It  will  be  a  sacrifice  superlatively  acceptable  to  him, 
and  not  less  advantageous  to  yourselves. 

5.  Oh  how  canst  thou  renounce  the  boundless  store  of 
charms,  that  nature  to  her  votary  yields? 

6.  Sweet  was  the  sound,  when  oft  at  evening's  close, 
the  village  murmur  rose  up  yonder  hill. 

7.  Beware  of  desperate  steps, — the  darkest  day  will  on 
to-morrow  have  passed  away. 

8.  Ha!  Laughst  thou,  Lochiel,  my  vision  to  scorn; 
proud  bird  of  the  mountain,  thy  plume  shall  be  torn. 

9.  Blame  not  before  you  have  examined  the  matter: 
understand  first,  and  then  rebuke. 

10.  He  that  honoureth  his  father  shall  have  long  life: 
and  he  that  is  obedient  unto  the  Lord  shall  be  a  comfort  to 
his  mother. 

1 1 .  We  should  always  speak  the  truth,  for  a  lie  is  wick- 
ed as  well  as  disgraceful. 

12.  My  son,  help  thy  father  in  his  age,  and  grieve  him 
not  as  long  as  he  liveth. 

13.  Pope  professed  to  have  learned  his  poetry  from 
Dryden,  whom,  whenever  an  opportunity  presented,  he 
praised  through  his  whole  life,  with  unvaried  liberality;  and 
perhaps  his  character  may  receive  some  illustration,  if  he 
be  compared  with  his  master. 

14.  However  virtue  may  be  neglected  for  a  time,  men 
are  so  constituted  as  ultimately  to  acknowledge  and  respect 
genuine  merit. 

*  The  teacher  must  be  careful  that  the  pupil  makes  use  of  his  un- 
derstandiricr  and  discrimination,  as  well  as  his  dictionary  in  the  per- 
formance of  this  exercise. 


ENGLISH  COMPOSITION. 


21 


LESSON    IX. 

Variety  of  expression ,  continued, 

PERIPHRASIS,    or    CIRCUMLOCUTION. 

A  periphrasis,  or  circumlocution,  is  the  use  of  several 
words  to  express  the  sense  of  one.  As,  The  glorious  lumi- 
nai^  of  daijy  for,  the  sun — The  shining  orbs  which  deck  the 
skies,  for,  th«  stars, 


#. 

Plain  expressions. 
Mankind. 
The  sun  shines. 

Geography. 


MODELS. 


Same  in  a  periphrasis, 
Th(J  human  race. 
The    source    of    hght    spreads 

abroad  his  rays. 
The  science  which  describes  the 

earth  and  its  inhabitants. 


EXAMPLES    FOR    PRACTICE. 

Tlie  jj^fM   'inay  now   express    the  following  ivords  and 
phrases  W^periphrasis. 

by  three  sons,  who,  even 
in  boyhood,  were  glad  to 
work  witli  their  father  in 
the  field. 

25.  The  water  evaporates. 

26.  The  grass  is  green. 

27.  Nature  looks  fair. 

28.  Winter  is  a  desolate  season 
of  the  year. 

29.  A  contented  man  enjoys  the 
greater  portion  of  his  life. 

30.  Life  is  short. 

31.  To  confine  our  attention  to 
the  number  of  the  slain, 
would  give  us  a  very  in- 
adequate idea  of  the  rav- 
ages of  the  sword. 

32.  Obedience  is  due  to  our  pa-" 
rents. 

33.  Epistolary  as  well  as  per- 
sonal    intercourse,     ac- 

•  cording  to  the  mode  in 
which  it  is  carried  on,  is 
one  of  the  pleasaritest,  or 
most  irksome  things  in 
the  world. 

34.  Enthusiasm  is  apt  to  betray 
us  into  error. 


1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
9. 
IC. 

n. 

12. 
13. 
14. 
15. 
16. 
17. 
18. 
19. 
20. 

21. 
22. 
23. 

24. 


Wefnlust  die. 
DeM 
will 
G/ammar. 

riting. 
Arithmetick. 
A  school  room. 
Retirement. 
Temperance. 
Industry. 
Honesty. 
Vealth. 

A  meeting  house. 
A  king. 
A  sailor. 
Heaven. 
Solitude. 
Civilization. 
Washmgton  is  dead.     . 
Syntax  is  the   third  part  of 

grammar. 
The  ocean  is  calm. 
The  stars  twinkle. 
Amergus  was  a  gentleman 

of  good  estate. 
With  his  own  hands  he  had 

cultivated    his    grounds, 
ssisted  as  they  grew  up 


22 


PROGRESSIVE  EXERCISES  IN 


35.  His  actions  were  highly  unbe- 

coming. 

36.  The  air  is  elastick. 

37.  Astronomy  is  a  delightful  study. 


38.  God   is  eternal,  omniscient, 

and  omnipresent. 

39.  Candidates  for  office  are  fre- 

quently disappointed. 


LESSON    X. 

Variety  of  expression,  continued. 

EUPHEMISM,    or    SOFTENED    EXPRESSION. 

A  euphemism  is  a  kind  of  periphrasis,^sed  to  avoid  the 
harshness  or  impropriety  of  plain  expressions.  As  he  per' 
ished  on  the  scaffold,  for,  he  was  hanged. 

Euphemisms  are  frequently  made  by  a  simple  change  of 
words  without  increasing  their  number,  •ds  he  misrepre- 
sented, for,  he  told  a  lie. 

MODELS. 

Same  in  a  euphemism. 
He  had  indulged    JM|felf   in   li- 
quor. ^^ 
She   had   unfortunately    lost   her 
senses  ;  or,  She  laboured  under 
alienation  of  mind. 
She  is  a  lazy  girl.                                She  is  not  noted  for  her  industry. 


Plain  expressions. 
He  was  drunk. 

She  was  crazy. 


EXAMPLES    FOR    PRACTICE. 


The  pupil  ivill  use  euphemisms  in  the  following  sentences, 
instead  of  the  ivords  in  Italick. 


1.  I  luite  that  man. 

2.  He  was  jnad  with  me. 

3.  My  mother  scolded  at  me. 

4.  He  was  turned  out  of  office. 

5.  He  cheats.,  and  she  lies. 

6.  I   believe  that   he  stole  that 

book. 

7.  He  was  put  into  gaol. 

8.  Charles  is  a  coicard. 

9.  Henry  was  a  great  rascal. 

10.  John  is  a  spendthrift. 

11.  That   man  is  a  very  stingy 

fellow. 

12.  That  woman  has  very  sluttish 

vianners. 

13.  This  person  is  very  proud. 

14.  Mr.  A.  is  a  conceited  fellow. 

15.  George  is  a  troublesome  boy. 


16.  ^\\e  is  Vi  careless  girl. 

17.  His  garments  were  dirty  and 

ragged. 

18.  He  cannot  digest  his  food. 

19.  That  poor  man  was  put  into 

the  mad  house. 

20.  This  fclloio  must  be  put  into 

the  poor  house. 

21 .  Mr.  T.  has  no  money. 

22.  She  is  a  servant  in  my  fami- 

ly- 

23.  John  bought  a  book,  and  run 

in  debt  for  it. 

24.  She  icorks  very  hard  for  her 

living. 

25.  He    eats   very  greedily,   and 

titrns  up  his  nose  at  every 
ikinrr. 


ENGLISH  COMPOSITION.  23 

LESSON  XL 

ANALYSIS    OF    COMPOUND    SENTENCES. 

Analysis  means  the  separation  of  the  parts,  of  which  a 
thing  is  composed. 

A  compound  sentence  is  composed  of  several  simple  sen- 
tences, joined  together  by  conjunctions,  pronouns,  or  other 
connecting  words. 

To  analyze  a  compound  sentence,  (or,  the  analysis  of  a 
compound  sentence)  means  to  separate  the  simple  senten- 
ces and  phrases  of  which  it  is  composed;  and  it  is  perform- 
ed by  omitting  the  connecting  words,  and  supplying  the 
words  which  were  omitted  in  the  connexion. 

MODELS. 
Compound  sentence. 

Modesty,  a  polite  accomplishment,  generally  attendant 
on  merit,  is  in  the  highest  degree  engaging,  and  wins  the 
heart  of  aU^  with  whom  we  are  acquainted. 

Simple  sentences  of  which  the  above  is  composed. 

1.  Modesty  is  a  polite  accomplishment. 

2.  Modesty  is  generally  attendant  on  merit. 

3.  Modesty  is  in  the  highest  degree  engaging. 

4.  Modesty  wins  the  heart  of  all  with  whom  we  are  acquainted. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  now  analyze  the  following  compound 
sentences. 

1.  Nothing  can  atone  for  the  want  of  modesty;  without 
which  beauty  is  ungraceful  and  wit  detestable. 

2.  The  smooth  stream,  the  serene  atmosphere,  the  mild 
zephyr,  are  the  proper  emblems  of  a  gentle  temper,  and  a 
peaceful  life. 

3.  Among  the  sons  of  strife,  all  is  loud  and  tempestu- 
ous, and  consequently  there  is  little  happiness  to  be  found 
in  their  society. 

4.  If  one  hour  were  like  another,  if  the  passage  of  the 
sun  did  not  show  that  the  day  is  wasting,  and  if  the  change 
of  seasons  did  not  impress  upon  us  the  flight  of  the  year, 
quantities  of  duration  equal  to  days  and  years  would  glide 
away  unobserved. 


24  PROGRESSIVE  EXERCISES  IN 

5.  The  forests,  the  hills,  the  mounds,  lift  their  heads 
in  unalterable  repose:  and  furnish  the  same  sources  of  con- 
templation to  us,  that  they  did  to  those  generations  that 
have  passed  away. 

6.  I  have  seen  in  different  parts  of  the  Atlantick  coun- 
try, the  breast  works  and  other  defences  of  earth,  that  were 
thrown  up  by  our  people  during  the  war  of  the  revolution. 

7.  Pause  for  a  while,  ye  travellers  of  earth,  to  contem- 
plate the  universe  in  which  you  dwell,  and  the  glory  of  him 
who  created  it. 

8.  This  uneasiness  of  his  mind  inclined  him  to  lay  hold 
on  every  new  object,  and  give  way  to  every  sensation  that 
might  soothe  or  divert  him. 

9.  The  air,  the  earth,  and  the  water,  teem  with  delight- 
ed existence. 

10.  The  lady  Arabella  Johnson,  a  daughter  of  the  Earl 
of  Lincoln,  accompanied  her  husband  in  the  embarkation; 
and  in  honour  of  her,  the  ship  was  called  by  her  name. 
She  died  in  a  short  time  after  her  arrival,  and  lies  buried 
near  the  neighbouring  shore.  No  stone,  or  other  memorial, 
indicates  the  exact  place;  but  tradition  has  preserved  it 
with  a  careful  and  holy  reverence.  "* 

11.  Timid  though  she  be,  and  so  delicate  that  the 
winds  of  heaven  may  not  too  roughly  visit  her,  yet  the 
chamber  of  the  sick,  the  pillow  of  the  dying,  the  vigils  of 
the  dead,  the  altars  of  religion,  never  missed  the  presence 
of  woman. 

12.  She  perished  in  this  noble  undertaking,  of  which 
she  seemed  the  ministering  angel,  and  her  death  spread 
universal  gloom  and  sorrow  through  the  colony 


LESSON  XIL 

SYNTHESIS    OF    SIMPLE    SENTENCES. 

Synthesis  is  the  reverse  of  Analysis,  and  is  here  used 
to  signify  the  union  of  several  simple  sentences,  to  form  a 
compound  sentence. 

In  the  composition  of  simple  sentences,  there  must  be 
an  ellipsis,  or  omission  of  those  words,  which  occur  more 
than  once  in  the  simple  sentences  of  which  it  is  composed; 
and  conjunctions,  pronouns,  or  other  connecting  words, 
substituted  for  them 


ENGLISH    COMPOSITION.  25 

The  pupil  must  take  particular  care,  that  the  pronouns^  verbs ^  S^c. 
he  of  the  right  number ^  person  and  gender.  This  caution  is  the  more 
necessary,  because  young  persons  frequently  make  mistakes  in  these 
respects. 

.4  recollection  of  the  rules  relating  to  the  vnnr  of  a  sentence,  will 
be  needed  in  this  lesson ;  particularly  the  first  two :  wimcly,  that, 
**  During  the  course  of  the  sentence,  the  subject,  or  nominative  case, 
should  be  changed  as  little  as  possible;  "and  that  "  Ideas  which  have 
so  little  connexion  that  they  may  well  be  divided  into  two  or  more  senr 
tences,  should  never  be  crowded  into  one.  "  * 

MODEL. 
Simple  sentences  to  be  united  in  a  compound  sentence. 
Man  is  a  rational  animal. 

Man  is  endowed  with  the  highest  capacity  for  happiness. 
Man  sometimes  mistakes  his  best  interests. 
Man  sometimes  pursues  trifles  with  all  his  energies. 
Man  considers  trifles  as  the  principal  object  of  desire  in  this  fleet- 
ing world. 

Compound  sentence  composed  of  the  preceding  simple  sentences, 
Man  is  a  rational  animal  endowed   with  the   highest  capacity  for 
happiness  ;  but  he  sometimes  mistakes  his  best  interests,  and  pursues 
trifles  with  all  his  energies,  consiAering\  them  as  the  principal  object 
of  desire  in  this  fleeting  world. 

EXAMPLES    FOR  PRACTICE. 

The  pupil  vnll  now  unite  the  following  simple  sentences 
in  a  compound  sentence.  All  the  sentences  belonging  to  one 
number,  as  expressed  below,  are  to  be  joined  in  one  com* 
pound  sentence,  if  it  can  be  done  without  violating  the  rules 
of  unity. 

1.  Death  is  the  liberator  of  him  whom  freedom  can- 
not release. 

Death  is  the  physician  of  him  whom  medicine  cannot 
cure. 

Death  is  the  comforter  of  him  whom  time  cannot 
console. 

2.  Some  animals  are  cloven  footed. 

Cloven  footed  is  a  term  applied  to  those  whose  feet 
are  split  or  divided. 

Cloven  footed  animals  are  enabled  to  walk  more  easily 
on  uneven  ground. 


•  See  Rules  of  Unity  under  Lesson  35th. 
ise  c 

c 


f  See  Lesson  5th,  on  the  use  of  the  participle  to  prevent  the  repe- 
tition of  and. 


26  PROGRESSIVE  EXERCISES  IN 

3.  Lochiel  was  the  chieftain  of  the  \^arlike  clan  of 
the  Camerons. 

Lochiel  was  one  of  the  most  prominent  in  respect  to 
power  among  the  Highland  chieftains. 

Lochiel  was  one  of  the  most  prominent  in  respect  to 
influence  among  the  Highland  chieftains. 

4.  On  his  way  he  is  met  by  a  Seer. 

The  Seer,  according  to  the  popular  belief,  had  the  gifl 
of  prophecy. 

The  Seer  forewarns  him  of  the  disastrous  event  of  his 
enterprise. 

The  Seer  exhorts  him  to  return  home. 

The  Seer  exhorts  him  not  to  be  involved  in  certain 
destruction. 

Certain  destruction  awaited  the  cause. 

Certain  destruction  afterwards  fell  upon  it  in  the  battle 
of  Culloden. 

5.  Fire  was  one  of  the  four  elements  of  the  philoso- 
phers. 

Air  was  one  of  the  four  elements  of  the  philosophers. 
Earth  was  one  of  the  four  elements  of  the  philosophers. 
Water  was  one  of  the  four  elements  of  the  philosophers. 

6.  Of  all  vices  none  is  more  criminal  than  lying. 
Of  all  vices  none  is  more  mean  than  lying. 

Of  all  vices  none  is  more  ridiculous  than  lying. 

7.  Self  conceit  blasts  the  prospects  of  many  a  youth. 
Presumption  blasts  the  prospects  of  many  a  youth. 
Obstinacy  blasts  the  prospects  of  many  a  youth. 

8.  The  cow  is  a  useful  animal. 
The  cow  furnishes  us  with  milk. 
Cheese  and  butter  are  obtained  from  milk. 
Cheese  is  an  important  article  of  food. 
Butter  is  an  important  article  of  food. 

9.  The  tailor  lives  on  the  other  side  of  the  street. 
The  tailor  made  the  garments. 

I  wore  the  garments  at  the  meeting. 
The  meetmg  was  held  on  Thursday. 
This  tailor  is  a  very  skilful  workman. 

10.  The  statue  of  Washington  is  of  marble. 

The  statue  stands  in  the  state  house.  The  state  house 
is  in  Boston. 

Thie  marble  came  from  Italy. 


ENGLISH    COMPOSITION.  27 

Italy  is  a  country  which  affords  the  most  beautiful 
specimens  of  marble. 

The  statue  was  executed  by  Chantrey. 

Chantrey  is  one  of  the  most  celebrated  sculptors  of 
the  age. 

Chantrey  resides  in  London. 

11.  The  art  of  writing  contributes  much  to  the  con- 
venience of  mankind. 

The  art  of  writmg  contributes  much  to  the  necessity 
of  mankind. 

The  art  of  writing  was  not  invented  all  at  once. 

Mankind  proceeded  by  degrees  in  the  discovery  of  the 
art  of  writing. 

Pictures  were  the  first  step  towards  the  art  of  writing. 

Hieroglyphicks  was  the  second  step  towards  the  art 
of  writing. 

An  alphabet  of  syllables  followed  the  use  of  hiero- 
glyphicks. 

At  last  Cadmus  brought  the  Alphabet  from  Phenicia 
into  Greece. 

The  Alphabet  had  been  used  in  Phenicia  some  time. 

A  number  of  new  letters  were  added*  to  the  Alphabet 
during  the  Trojan  war. 

At  length  the  Alphabet  became  sufficiently  compre- 
hensive to  embrace  all  the  sounds  of  the  language. 


LESSON  XIIL 

DERIVATION. 

Primitive  and  Derivative,   Simple  and  Compound  Words, 

Write  a  list  of  the  words  which  are  derived  from  the 
following  words  in  the  examples  for  practice,  whether 
they  are  simple,  derivative  or  compound. 

MODEL. 

From  the  word  Argue,  are  derived  Arguer,  Argument, 
Argumental,  Argumentation,  Argumentative,  Argued, 
Arguing. 

*  See  Lesson  7th,  on  the  use  of  the  case  absolute,  to  avoid  the  repe- 
tition oi  and. 


28  PROGRESSIVE    EXERCISES    IN 


EXAMPLES    FOR    PRACTICE. 


Divide,  Care,  Improve,  Profess,  Succeed,  Deduce,  De- 
fend, Resolve,  Calumny,  Arm,  Peace,  Love,  Laugh,  Right, 
Good,  Idol,  Law,  Author,  Contract,  Present,  Attend, 
Moderate,  Virtue,  Use,  Presume,  Separate,  Critick,  False, 
Fire,  Full,  Frolick,  Fortune,  Multiply,  Note,  Conform, 
Hinder,  Book,  Apply,  Append,  Absolve,  Abridge,  Answer, 
Aspire,  Pride,  Blame,  Bless,  Caprice,  Censure,  Caution, 
Cite,  Commune,  Conceal,  Correct,  Reform,  Defy,  Define, 
Discover,  Elect,  Elevate,  Fancy,  Faction,  Fault,  Favour, 
Figure,  Form,  Fury,  Grace,  Harm,  Humour,  Imitate, 
Indulge,  Moral,  Mount,  Open,  Peace,  Potent,  Prefer, 
Presume,  Proper,  Pure,  Reason,  Motion,  Rebel,  Remark, 
Represent,  Secret,  Spirit,  Subscribe,  Suffice,  Teach, 
Tolerate,  Tradition,  Tremble,  Value,  Vapour,  Vivid,  Wit. 


LESSON  XIV. 

SYNONYMES. 

A  word  is  the  synonyme  of  another  word  when  it 
means  precisely  the  same  thing.  There  are  but  few 
words  which  are  synonymous  in  every  sentence;  but 
there  are  many  which  may  be  substituted  in  sentences^ 
without  materially  altering  the  meaning. 

The  pupil  may  take  each  word  in  the  examples  for 
practice,  and  write  a  list  of  the  words  which  have  a 
similar  meaning. 

MODEL. 

Write  a  list  of  words  which  have  a  similar  meaning 
with  the  word  think. 

Reflect,  Consider,  Suppose,  Ponder,  Ruminate,  Be- 
lieve, Suspect,  Imagine,  Presume,  Conceive,  Reckon, 
Account,  Deem,  Muse.^ 

EXAMPLES    FOR    PRACTICE. 

Write  the  synonymes  of  the  following  words. 
Wish,  Spot,  Colour,  Defend,  Accuse,  Detest,  Surprise, 
Change,  Anger,  Company,  Join,  See,  Erase,  Purchase, 

*  The  pupil  must  understand  that  no  one  of  the  words  enumerated 
in  the  model  is  an  exact  synonyme  of  the  word  think,  but  tliat  they 
each  sometimes  convey  a  similar  meaning. 


ENGLISH    COMPOSITION.  29 

Alter,  Lucid,  Secrete,  Consume,  Define,  Doom,  Distant, 
Scrutiny,  Warmth,  Abandon,  Serious,  Integrity,  Indolent, 
Acquaint,  Inform,  Invest,  Mention,  Perceive,  Abundant, 
Sparkle,  Temporary,  Way,  Employ,  Constitute,  Becom- 
ing, Attachment,  Assail,  Assert,  Commonly,  Shelter, 
Frustrate. 

Substitute  a  synonyme  ivhich  will  express  the  same,  or 
nearly  the  same  idea,  with  the  words  in  Italick  in  the  foU 
lowing  sentences. 

MODEL. 

Fortune  is  changeable. 
Fortune  is  mutable. 
Fortune  is  variable. 
Fortune  is  inconstant 
Fortune  is  fickle. 
Fortune  is  versatile. 

1.  I  have  no  desire  for  wealth. 

2.  Soldiers  protect  the  city  from  the  danger  of  capture. 

3.  I  bought  this  knife  at  a  bookstore. 

4.  She  has  expressed  her  ideas  in  a  very  lucid  manner, 

5.  He  is  a  man  of  intellect. 

6.  I  design  to  show  the  difference  in  these  words. 

7.  The  Nile  annually  deluges  Egypt. 

8.  The  army  has  overran  the  country. 

9.  Poverty  is  frequently  a  blessing  in  disguise. 

10.  Wealth  and  want  are  both  temptations.  The  for- 
mer cherishes  pride,  the  latter  produces  discontent. 

11.  The  sun  sheds  abroad  his  golden  rays,  and  fills  the 
earth  with  his  vivifying  influence. 

12.  I  have  no  occasion  for  his  services,  and  am,  there- 
fore, umvilling  to  receive  them. 


LESSON  XV. 


TRANSPOSITION. 


The  ideas  contained  in  the  following  poetical  extracts 
may  be  written  in  the  pupil's  own  language  in  prose. 


MODEL. 


What  is  the  blooming  tincture  of  the  skin, 
To  peace  of  mind  and  harmony  within? 
C  2 


so  PROGRESSIVE    EXERCISES  IN 

Same   transposed. 

Of  what  value  is  beauty,  in  comparison  with  a  tranquil 
mind,  and  a  quiet  conscience. 

Another, 

Reason's  whole  pleasure,  all  the  joys  of  sense 

I-.ie  in  three  words, — health,  peace,  and  competence. 

Same  idea   expressed  in  prose. 

Health,  peace,  and  competence  comprise  all  the  plea- 
sures which  this  world  can  afford. 

EXAMPLES    FOR    PRACTICE. 

1.  Honour  and  shame  from  no  condition  rise; 
Act  well  your  part;  there  all  the  honour  lies. 

2.  Like  birds  whose  beauties  languish  half  concealed 
Till  mounted  on  the  wing,  their  glossy  plumes, 
Expanded  shine  with  azure,  green  and  gold, 
How  blessings  brighten  as  they  take  their  flight. 

3.  1  am  monarch  of  all  I  survey. 
My  right  there  is  none  to  dispute; 
From  the  centre  all  round  to  the  sea, 
1  am  lord  of  the  fowl  and  the  brute. 

4.  O,  Solitude !  where  are  the  charms. 
That  sages  have  seen  in  thy  face  ? 
Better  dwell  in  the  midst  of  alarms, 
Than  reign  in  this  horrible  place. 

5.  Sweet  was  the  sound  when  oft  at  evening's  close 
Up  yonder  hill  the  village  murmur  rose. 

6.  Here  rests  his  head  upon  the  lap  of  earth, 
A  youth  to  fortune  and  to  fame  unknown. 
Fair  science  frown 'd  not  on  his  humble  birth, 
And  melancholy  marked  him  for  her  own. 

7.  Live,  while  you  live,  the  epicure  would  say. 
And  seize  the  pleasures  of  the  present  day. 
Live,  while  you  live,  the  sacred  preacher  cries, 
And  give  to  God  each  moment  as  it  flies. 
Lord!  in  my  view  let  both  united  be; 

I  live  in  pleasure  when  I  live  to  thee. 


ENGLISH  COMPOSITION.  31 

8.  Oh,  for  a  lodge  in  some  vast  wilderness, 
Some  boundless  contiguity  of  shade, 
Where  rumour  of  oppression  and  deceit, 
Of  unsuccessful  or  successful  war, 
Might  never  reach  me  more. 

9.  The  evening  was  glorious,  and  light  through  the  trees 
Played  the  sunshine  and  rain  drops,  the  birds  and 

the  breeze. 
The  landscape,  outstretching  in  loveliness,  lay 
On  the  lap  of  the  year,  in  the  beauty  of  May. 


LESSON  XVI. 

ARRANGEMENT,    OR    CLASSIFICATION. 

The  pupil  is  to  be  required  in  this  lesson  to  arrange 
or  classify  a  subject  assigned.  Thus,  if  a  chapter  of 
Proverbs,  for  instance,  be  assigned  him  to  classify,  he 
will  put  all  the  verses  together  which  belong  to  the  same 
subject;  such  as  similar  characters,  similar  virtues,  con- 
ditions of  life,  &c.  The  following  Model  exhibits  a  clas- 
sification of  some  of  the  verses  of  the  11th  chapter  of 
Proverbs.  "* 

MODEL. 

Verses  relating  to  the  righteous  man. 

The  integrity  of  the  upright  shall  guide  them. 

The  righteousness  of  the  perfect  shall  direct  his  way. 

The  righteousness  of  the  upright  shall  deliver  them. 

The  righteous  is  delivered  out  of  trouble. 

When  it  goeth  well  with  the  righteous  the  city  rejoiceth. 

By  the  blessing  of  the  upright  the  city  is  exalted. 

To  him  that  soweth  righteousness  shall  be  a  sure  reward. 

Righteousness  tendetn  to   life;  such  as  are  upright  in   their  way 
are  the  Lord's  delight. 

The  seed  of  the  righteous  shall  be  delivered.    The  desire  of  the 
righteous  is  only  good. 

Tlie  righteous  shall  flourish  as  a  branch. 

The  fruit  of  the  righteous  is  a  tree  of  life. 

Behold  the  righteous  shall  be  recompensed  in  the  earth. 

Righteousness  delivereth  from  death.  Through  knowledge  sla 
the  just  be  delivered. 

•  In  estimating  the  merit  of  an  exercise  of  this  kind,  that  one  should  b«  pref«  rj 
which  leave*  the  smallest  number  of  Tcrses  unclassified. 


l^ROGRESSIVE  EXERCISES  IN 


EXAMPLES    FOR   PRACTICE. 


1.  The  pupil  may  now  classify  the  remaining  verses  of  the  same 
chapter,  by  selecting  those  which  relate  to  The  wicked  or  unjustj  The 
wisCj  The  liberal,  The  illiberal^  &c.  <fec. 

2.  He  may  then  take  a  sentence  assigned  by  the  Teacher,  and 
classify  the  words  in  it  by  arranging  them  under  the  following 
heads :  namely,  1st,  Such  as  signify  things  ;  2d,  Such  as  signify  qual- 
ities; 3d,  Such  as  signify  circumstances;  4th,  Such  as  signify  rela- 
tions; 5th,  Such  as  signify  connexion;  6th,  Such  as  signify  actions, 
together  with  such  other  classes  as  he  can  disco-ver. 

3.  Another  exercise  of  the  same  kind,  will  be  furnished  by  classi- 
fying the  different  animals,  beasts,  birds,  fishes,  insects,  &c.  which 
he  has  seen,  or  about  which  he  has  read.  For  instance,  he  may 
write  a  list  of  those  animals  with  which  he  is  acquainted  that  have 
four  feet,  called  quadrupeds ;  then  of  those  which  have  but  two,  then 
of  those  which  have  none.  2dly,  Those  which  have  horns,  that  chew 
the  cud,  &c. 

4.  He  may  then  classify  the  books  of  a  Library  according  to 
their  subjects. 

5.  The  words  of  a  language. 

6.  The  articles  of  furniture  in  a  house,  designating  those  which 
are  designed  for  ornament,  as  well  as  for  the  various  uses  of  cooking, 
comfort,  convenience,  &c. 

7.  Tools  used  for  cutting, 

8.  Tools  used  for  cultivating  the  earth,  mentioning  for  what  each 
is  intended. 

9.  The  different  sorts  of  vegetables. 

JVote  to  Teachers. 
The  utility  of  this  lesson  may  be  questioned  by  some,  on  account 
of  its  apparent  difficulty.  As  it  is  designed  to  lead  the  pupil  to  think, 
and  on  that  account  is  not  alien  to  the  subject  of  composition,  it  is  in- 
serted, in  the  hope  that  a  fair  trial  will  be  made,  before  it  is  wholly 
neglected.  No  pupil  can  be  taught  to  parse,  without  learning  tc 
classify. 


LESSON  XVII. 

DEFINITION,    AND    DISTINCTION,    OR    DIFFERENCE. 

The  papil  may  write  in  his  own  language  a  definition 
of  the  following  words,  according  to  the  manner  pointed 
out  by  ^he  model. 

MODEL. 
Explanation  of  the  word  Elastick. 

When  a  thing  is  of  such  a  nature  that  on  being  bent,  or  compress- 
ed, it  returns  to  its  former  state,  it  is  said  to  be  elastick.  Thus  a  bow, 
India  rubber,  the  air,  are  elastick  substances. 


ENGLISH  COMPOSITION.  33 

Another. 

Justice. 
Justice  is  that  virtue  which  induces  us  to  give  to  every  one  his  due. 
It  requires  us  not  only  to  render  every  article  of  property  to  its  right 
owner,  but  also  to  esteem  every  one  according  to  his  merit,  giving 
credit  for  talents  and  virtues  wherever  they  may  be  possessed,  and 
vvithliolding  our  approbation  from  every  fault,  how  great  soever  the 
temptation  that  leads  to  it. 

EXAMPLES    FOR    PRACTICE.^ 

Eternal,  Infinite,  Omnipotent,  Omnipresent,  Incarce- 
rate, Explanation,  Demonstrated,  Indivisible,  Inevitable, 
Incomprehensible,  Inspissated,  Evaporate,  Mercy,  Virtue, 
Vice,  Honesty,  Grammar,  Astronomy,  Architecture, 
Analysis,  Synthesis,  Analogy,  Comparison,  Judgment, 
Reasoning,  Description,  To  Transpose,  To  Disregard, 
Excellence,  Activity,  To  Disobey,  Tautology,  Narration, 
Outline^  Amplify. 

The  difference  or  distinction  between  two  loords  may  some- 
times be  shown  by  an  analysis'^  of  each. 

MODEL. 
The  difference  heticeen  the  Capital  and  the  Capitol  of  a  country. 

The  Capital  is  the  chief  city  where  the  Legislature  meet  to  enact 
laws,  &c. 

The  Capitol  is  the  building  in  which  they  assemble 

The  Capit^^l  contains  the  Capitol. 

The  different  parts  of  the  Capital  are  streets,  lanes,  squares,  alleys, 
courts,  houses,  &c. 

The  different  parts  of  the  Capitol  are  halls,  rooms,  closets,  fireplaces, 
doors,  windows,  stairs,  chimneys,  cellar,  &c. 

The  Capital  is  generally  several  miles  in  length. 

The  Capitol  is  seldom  more  than  one  or  two  hundred  feet. 

The  pupil  may  now  show  by  an  analysis^  the  difference  between 
the  following  words  : 

1 .  A  bird  and  a  beast.  8.  Geography  and  Grammar. 

2.  A  fish  and  a  bird.  9.  A  bed  and  a  sofa. 

3.  A  reptile  and  a  quadruped.  10.  A  field  and  a  garden. 

4.  A  clock  and  a  watch.  11.  A  horse  and  a  cow. 

5.  An  adverb  and  an  adjective.  12.  A  falsehood  and  a  mistake. 

6.  A  verb  and  a  noun.  13.  A  fish  and  a  beast. 

7.  A  pen  and  a  pencil.  14.  Mercy  and  justice. 

*.The  pupil  should  be  directed  to  give  an  instance  of  the  proper 
application  of  the  word,  afler  he  has  explained  its  meaning, 
t  See  Lesson  11th. 


34  PROGRESSIVE  EXERCISES  IN 

LESSON  XVIII. 

ANALOGY,    OR    RESEMBLANCE. 

Analogy  means  a  resemblance  between  two  or  more 
things  in  some  circumstances,  which  in  other  respects  are 
entirely  different.  Thus  there  is  an  analogy  between  a 
ship  and  a  carriage;  because  a  ship  is  designed  to  carinj 
us  over  the  water,  and  a  carriage  to  carry  us  over  the  land. 
But  in  their  shape  and  construction  they  are  entirely  dif- 
ferent. 

MODEL. 

There  is  a  close  analogy  between  the  wings  of  a  bird  and  the  fins 
of  a  fish.  The  former  enables  the  feathered  tribe  to  move  aloft  in  the 
air.  The  latter  empowers  the  inhabitants  of  tlie  deep  to  pursue  their 
course  through  tlie  water  The  one  is  provided  with  strong  sinews 
to  act  on  the  air,  the  other  with  equal  power  to  impress  the  wave  ; 
while  each  is  moved  with  equal  facility  in  the  element  for  which  it  is 
designed. 

Another. 

Youth  and  morning  resemble  each  other  in  many  particulars. 
Youth  is  the  first  part  of  life.  Morning  is  tlie  first  part  of  the  day. 
Vouth  is  the  time  when  preparation  is  to  be  made  for  the  business  of 
life.  In  the  morning  the  arrangements  are  made  for  the  employment 
of  the  day.  In  youth  our  spirits  are  light,  no  cares  perplex,  no  troubles 
annoy  us.  In  the  morning  the  prospect  is  fair,  no  clouds  arise,  no 
tempest  threatens,  no  commotion  among  the  elements  impend:3.  In 
youth  we  form  plans  which  the  later  periods  of  life  cannot  execute  ; 
and  the  morning,  likewise  is  often  productive  of  promises  which  nei- 
ther noon  nor  evening  can  perform. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  noiv  describe  the  analogy  between  the  follow^ 
ing  words. 

1 .  The  wings  of  a  bird  and  the  legs  of  an  animal. 

2.  The  wheels  of  a  carriage  and  the  sails  of  a  vessel. 

3.  The  art  of  painting  and  the  art  of  writing. 

4.  Snow  and  rain. 

5.  Genius  and  the  sun. 

6.  Intoxication  and  insanity. 

7.  Darkness  and  affliction. 

8.  A  watch  and  an  animal. 

9.  Prosperity  and  brightness. 

10.  A  tree  and  an  animal. 

11.  Food  and  education. 

12.  The  gills  of  a  fish  and  the  lungs  of  an  animal. 

13.  Adversity  and  darkness. 

14.  Comfort  and  light. 


ENGLISH    COMPOSITION.  35 

LESSON  XIX. 

TAUTOLOGY. 

Tautology  means  the  repetition  of  a  word  or  idea  in  a 
sentence;  and  is  a  fault  that  should  always  he  avoided. 

When  the  tautology  is  in  a  word,  it  may  be  corrected 
by  substituting  a  word  of  similar  meaning;  but  when  it 
consists  in  the  idea,  it  should  be  wholly  omitted. 

MODEL. 

He  went  to  Liverpool  in  the  packet  and  then  went  to  London  in 
his  carriage. 

Same  sentence  with  the  tautology  corrected. 

He  went  to  Liverpool  in  the  packet,  and  then  proceeded  to  Lon- 
don in  his  carriage. 

The  nefarious  wickedness  of  his  conduct  was  reprobated  and  con- 
demned by  all. 

Tautology  corrected. 

The  wickedness  of  his  conduct  was  condemned  by  all. 

The  brilliant  brightness  of  the  sun  dazzles  our  eyes,  and  over- 
powers them  with  light. 

Tautology  corrected. 

The  brightness  of  the  sun  dazzles  our  eyes. 

He  led  a  blameless  and  an  irreproachable  life,  and  no  one  could 
censure  his  conduct. 

Tautology  corrected. 
He  led  an  irreproachable  life. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  now  correct  the  tautology  in  the  following 
sentences. 

1 .  The  sun  shines  by  day,  and  the  moon  and  stars  shine 
by  night. 

2.  The  circumstances  which  I  told  to  John,  he  told  to 
his  brother,  who  told  them  to  the  General. 

The  Colonel  ordered  the  subordinate  officers  to  or- 
der their  troops  to  come  to  order. 

4.  The  first  day  was  spent  in  forming  rules  of  order, 
and  the  second  day  ivas  spent  in  presenting  resolutions. 

5.  The  birds  were  clad  in  their  brightest  plumage,  and 
the  trees  icere  clad  in  their  richest  verdure. 

6.  Grammar  teaches  us  to  speak  properly  and  write 
correctly,  and  Geography  teaches  us  the  various  divisions 
of  the  earth.     Grammar   is  divided  into  four  parts,  and 


36  PROGRESSIVE  EXERCISES  IN 

geography   divides    the    earth   into   a    number    of    grand 
divisions. 

7.  JN  otwithstanding  the  rapidity  with  which  time  passes 
away,  men  pass  their  Hves  in  trifles  and  folUes;  although 
reason  and  religion  declare,  that  not  a  moment  should  jidss 
without  bringing  some  thing  to  pass. 

8.  It  is  lolly  to  endeavour  to  arm  ourselves  against 
those  trials  and  difficulties  which  no  arms  can  overcome. 

9.  The  brightness  of  the  sun  hnghtens  every  object  on 
which  it  shines.  The  brightness  of  prosperity,  shining  on 
the  anticipations  of  futurity,  casts  the  shadoivs  of  adversity 
into  the  shade,  and  causes  the  prospects  of  the  future  to 
look  bright. 

10.  No  learning  that  we  have  learned  is  generally  so 
dearly  bought,  nor  so  valuable  when  it  is  bought,  as  that 
which  we  have  learned  in  the  school  of  experience. 

11.  Utility  should  usually  be  the  recommendation  of 
every  utensil  which  we  use. 

12.  Our  expectations  are  frequently  disappointed  because 
we  expect  greater  happiness  from  the  future  than  experience 
authorizes  us  to  expect. 

13.  He  u^ed  to  use  many  expressions  not  usually  used, 
and  which  are  not  generally  in  use. 

14.  The  writing  which  mankind  ^rs^  wrote  vf?iS  first  writ- 
ten on  tables  of  stone. 

15.  The  errors  which  were  erroneously  made  have  been 
corrected,  but  the  teacher  directed  us  to  follow  the  directions 
of  the  rule.  On  referring  to  the  rules  we  found  that  our 
corrections  were  incorrectly  made. 


LESSON  XX. 

NARRATION,  With  an  outUnc. 

A  short  story  or  tale  being  presented  to  the  pupil,  and 
an  outline  of  the  same  given  in  different  language,  he  is 
required  to  fill  it  up,  in  such  a  manner  as  to  exhibit  the 
same  narration  in  a  variety  of  expression. 

MODEL. 

Foetus  was  condemned  to  die  ;  but  was  permitted  to  choose  the 
manner  in  which  the  sentence  should  be  executed.  Arria  his  wife, 
exliortin^  him  to  quit  life  courageously,  drew  a  dagger  which  she 
had  concealed,  and  biddinjr  him  farewell,  stabbed  herself  in  the 
breast..     Then  drawinof    the   deadly    weapon   from   the    wound,  she 


ENGLISH    COMPOSITION.  S7 

presented  it  to  her  husband,  saying,  I  feel  no  pain  from  what  I  have 
done.  That  which  you  will  suffer  in  following  my  example  is  all 
that  afflicts  me. 

Outline  of  the  above. 

Arria   the   wife  Poetus   understanding  

condemned  to  die, death  he  liked  best, —  to 

die    courageously;  farewell  breast 

dagger  presenting  Poetus  not  at 

all  painful;  feel you  must  give  yourself 

-^—  example. 

Outline  filled  up. 

Arria  the  wife  of  Poetus  understanding  that  her  husband  was  con- 
demned to  die,  and  that  he  was  permitted  to  choose  ichat  death  he 
liked  best,  icent  and  exhorted  him  to  die  courageously;  and  lidding 
kirn  farewell,  ^aije  herself  a  stah  in  the  breast  with  a  dagger  she  had 
concealed  under  her  garment.  Then  drawing  it  out  of  the  icoundj  and 
presenting  it  to  Poetus,  ^Ae  said,  "  The  wound  I  have  given  myself  is 
not  at  all  painful,  /  only  feel  for  that  which  you  must  give  yourself  in 
following  my  example. 

EXAMPLES    FOR    PRACTICE. 

1.  The  Romans  and  Albans  being  on  the  eve  of  a  battle,  an 
agreement  was  made  between  them,  that  three  champions  should  be 
chosen  on  each  side,  by  whom  the  victory  should  be  determined. 
The  Romans  had  three  Horatii  who  were  brothers ;  and  the  Curiatii, 
three  others,  likewise  brothers,  were  in  the  camp  of  the  Albans. 
These  brothers  decided  the  battle.  After  fighting  for  some  time, 
two  of  the  Horatii  were  slain,  and  the  third,  pretending  that  he  was 
afraid  to  encounter  the  three  Curatii,  fled.  Having  drawn  them 
asunder,  he  turned  and  slew  them  one  by  one  in  single  combat, 
and  by  tliese  means  decided  the  battle  in  favor  of  the  Romans. 

OUTLINE  of  the  above,  to  be  filled  up  by  the  pupil. 

The  Romans Albans agreed three 

champions in  each  camp  three  brothers, 

Horatii  Romans, Curiatii  Albans, 

two  of  the  Romans  were  slain, the  third  Ro- 
man   feigned   fear, drew   his  adversaries 

asunder victory  for  the  Romans. 

2.  Decebalus,  king  of  Dacia,  had  often  deceived  the  Roman  em- 
peror Trajan.  The  emperor  of  Rome  finally  took  him  prisoner  and 
subdued  his  kingdom.  After  tlie  death  of  Decebalus,  Trajan  educat- 
ed his  son  with  the  intention  of  restoring  him  to  his  father's  throne 
in  Dacia;  but  seeing  him  break  into  an  orchard,  he  asked  him  at 
night  where  he  had  been.  The  boy  replied,  in  school.  Trajan  was  so 
offended  with  this  falsehood,  that  neither  the  Dacians  nor  the  Romans 
could  induce  him  to  fulfil  his  intentions  ;  for,  said  he,  one  who  begins 
thus  early  to  be  a  liar  can  never  deserve  to  be  a  kinff. 

D 


38  PROGRESSIVE    EXERCISES    IN 

OUTLINE. 

Trajan Decebalus,  King  of  the  Dacians,— — — 

took  him  and  subdued  his  kingdom; educating 

his  son restore  him break  into  an  orchard 

afternoon   in   school; offended 

Dacians  and  Romans do  what  he  intend- 
ed,   prevaricate  so  early deserve  a  crown. 

3.  The  King  of  Spain  gave  the  Duke  of  Ossuna  leave  to  release 
some  galley  slaves.  The  Duke  as  he  went  among  the  benches  of 
slaves  at  the  oar,  asked  a  number  of  them  for  what  crime  they  had 
been  condemned.  All  endeavoured  to  convince  him  that  they  were 
unjustly  condemned.  One  said  that  he  was  condemned  by  malice, 
another  by  bribery.  There  was  one  sturdy  little  fellow,  however, 
that  confessed  that  he  had  robbed  a  man  of  his  purse  on  the  highway, 
to  keep  his  family  from  starving.  The  Duke  hearing  this,  gave  him 
several  strokes  on  the  back  with  a  little  stick  he  had  in  his  hand, 
saying.  You  rogue,  get  you  gone  from  the  company  of  honest  men. 
So  the  one  that  conlessed  his  fault  was  released,  while  the  rest  re- 
mained at  their  labors. 

OUTLINE. 

Of  Ossuna King slaves gal- 
ley.   what  their  offences malice brib- 
ery   sturdy  fellow justly took  a 

purse highway  starving.     the 

jDuke stick blows .     Begone 

you  have  no  business freed 

tug  at  the  oar. 


LESSON  XXI. 

NARRATION  from  detached  sentences. 
The    pupil    is  required  to  write  a   connected   narrative 
from  detached  sentences. 

MODEL. 

Story  in  detached  sentences. 

Plancus  was  proscribed  by  the  Triumvirs,  and  forced  to  abscond. 

His  slaves  were  put  to  the  torture,  but  refused  to  discover  him. 

New  torments  were  prepared  to  force  them  to  discover  him. 

Plancus  made  his  appearance,  and  offered  himself  to  death. 

This  generosity  of  Plancus  made  the  Triumvirs  pardon  him. 

They  said,  Plancus  only  was  worthy  of  so  good  servants,  and  the 
servants  only  were  worthy  of  so  good  a  master. 

Same,  in  a   connected  narrative. 

Plancus,  a  Roman   citizen,   being    proscribed   by   the   Triumvirs, 
A.ntony,  Lepidus,  and   Octavius,  was  forced  to  abscond.     His  slaves, 


ENGLISH  COMPOSITION.  39 

though  put  to  the  torture,  refused  to  discover  him.  New  torments 
being  prepared, — to  prevent  farther  distress  to  servants  that  were  so 
faithful  to  him,  Plancus  appeared,  and  offered  his  throat  to  the 
swords  of  the  executioners.  An  example  so  noble  of  mutual  affec- 
tion betwixt  a  master  and  his  slaves,  procured  a  pardon  to  Plancus ; 
and  Rome  declared,  that  Plancus  only  was  worthy  of  so  good  ser- 
vants, and  they  only  were  worthy  of  so  good  a  master. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  ivill  noxo  xorite  a  connected  narrative  from  the 
following  detached  sentences. 

1. 

The  city  of  the  Falerii  was  besieged  by  Camillus,  gen- 
eral of  the  Romans. 

A  school  master  decoyed  the  children  of  the  principal 
citizens  into  the  Roman  camp. 

He  told  Camillus  that  the  possession  of  these  children 
would  soon  make  the  citizens  surrender  to  him. 

Camillus    told   him,    the   Romans  loved    courage,    but 
hated  treachery. 

He  ordered  the  school  master  to  have  his  hands  bound, 
and  to  be  whipped  back  into  the  city  by  the  boys. 

The  citizens  were  charmed  with  this  generous  behaviour 
of  Camillus,  and  immediately  submitted  to  the  Romans. 


Calais  revolted  from  the  English,  and  was  retaken  by 
Edward  IH.  In  revenge  for  their  treachery,  he  order- 
ed them  to  choose  six  citizens  to  be  put  to  death. 

While  all  were  struck  with  horror  at  this  sentence, 
Eustace  de  St.  Pierre  offered  himself  for  one. 

Five  more  soon  joined  him;  and  they  came  with  hal- 
ters about  their  necks  to  Edward. 

He  ordered  them  to  be  executed;  but  his  queen  plead- 
ed so  powerfully  for  them,  that  he  pardoned  them. 

The  queen  not  only  entertained  them  sumptuously  in  her 
own  tent,  but  sent  them  back  loaded  with  presents. 

3. 

Cneius  Domitius,  tribune  of  the  Roman  people,  had 
great  enmity  against  Marcus  Scaurus,  chief  of  the  senate. 

He  accused  him  publickly  of  several  high  crimes  and 
misdemeanors. 

A  slave  of  Scaurus,  through  hope  of  reward,  offered 
himself  as  a  witness  against  his  master. 


40  fROGRESSlVB  EXERCISES  IN 

Domitius  ordered  him  to  be  bound,  and  sent  to  his 
master. 

This  generous  action  of  Domitius  was  much  admired 
by  the  people. 

Honours  were  heaped  upon  him  without  end. 

He  was  successively  elected  consul,  censor,  and  chief 
priest. 


LESSON    XXII. 

NARRATION     AMPLIFIED. 

The  following  particulars  are  generally  embraced  in 
narrations:  viz. 

1.  A  description*  of  the  place  or  scene  of  the  actions 
related. 

2.  The  persons  concerned  in  the  narration. 

3.  The  time,  postures,  state  of  mind,  associations  or 
trains  of  thought,  Scc.  of  the  circumstances  and  individ- 
uals mentioned. 

In  amplified  or  extended  narrations,  the  pupil  must  he 
particularly  careful  that  his  sentences  are  clear,'\  and  that 
the  connectives  are  properly  applied.  In  this  Lesson  a  short 
narration  is  presented  for  the  pupil  to  amplify,  or  enlarge. 
The  model  presents  several  degrees  of  amplification,  and  it 
is  recommended  to  the  teacher  to  r^equire  similar  degrees  from 
the  pupil. 

MODEL. 
Short'  narrative. 

Damon  having  been  condemned  to  death  by  Dionysius,  obtained 
permission  to  take  leave  of  liis  family,  Pythias  his  friend  pledging*  his 
life  for  his  return  on  the  day  of  execution.  He  fiiithfully  returned, 
and  Dionysius  was  so  pleased  with  their  mutual  attachment,  that  he 
not  only  pardoned  them,  but  took  tliem  both  into  favor. 

Same  story  amplified. 
Damon  and  Pythias  were  intimate  friends.  Damon,  being  con- 
demned to  death  by  Dionysius,  the  tyrant,  demanded  liberty  to  ffo 
home  to  set  his  affairs  in  order  ;  and  his  friend  offered  himself  to  be 
his  surety,  and  to  submit  to  death  if  Damon  should  not  return.  Eve- 
ry one  was  in  expectation  what  would  be  the  event,  and  every  one  be- 
gan to  condemn  Pythias  for  so  rash  an  action:  but  he,  confident  of 
the  integrity  of  his  friend,  waited  the  appointed  time  with  alacrity. 
Damon,  strict  to  his  engagement,  returned  at  the  appointed  time^ 
Dionysius,  admirincr  their  mutual  fidelity,  pardoned  Damon,  and 
prayed  to  have  the  friendship  of  two  such  wortliy  men. 

*  Description  is  made  the  subject  of  a  subsequent  lesson, 
t  See  Clearness,  Lesson  35th. 


ENGLISH  COMPOSITION.  41 

Same  story  more  amplified. 
Damon,  being  condemned  to  death  by  Dionysius,  tyrant  of  Syra- 
cuse, obtained  liberty  to  visit  his  wife  and  children ;  leaving  his 
friend  Pythias  as  a  pledge  for  his  return,  on  condition,  that  if  he  fail- 
ed, Pythias  should  sutfer  in  his  stead.  Damon  not  appearing  at  the 
time  appointed,  the  tyrant  had  the  curiosity  to  visit  PytJiias  in  prison. 
*'  What  a  fool  were  you,"  said  he, "  to  rely  on  Damons  promise  !  How 
could  you  imagine  that  he  would  sacrifice  his  life  for  you,  or  for  any 
man  ?  "  '^  My  Lord,"  said  Pythias,  with  a  firm  voice  and  noble  aspect, 
*•'  I  would  suffer  a  thousand  deaths  rather  than  my  friend  should  fail 
in  any  article  of  honor :  He  cannot  fail ;  I  am  as  confident  of  his 
virtue,  as  of  my  own  existence.  But  I  beseech  the  gods  to  preserve 
his  life  :  Oppose  him,  ye  winds  ',  disappoint  his  eagerness,  and  suffer 
him  not  to  arrive  till  my  death  has  saved  a  life  of  much  greater  con- 
sequence than  mine,  necessary  to  his  lovely  wife,  to  his  little  inno- 
cents, to  his  friends,  to  his  country.  O!  let  me  not  die  the  most  cruel 
of  deaths  in  that  of  my  friend."  Dionysius  was  confounded  and 
awed  with  the  magnanimity  of  these  sentiments  :  He  wished  to 
speak  :  He  hesitated  :  He  looked  down  ;  and  retired  in  silence.  The 
fatal  day  arrived.  Pythias  was  brought  forth ;  and,  with  an  air  of 
satisfaction,  walked  to  the  place  of  execution.  He  ascended  the 
scaffold  and  addressed  the  people:  ''My  prayers  are  lieard;  the 
gods  are  propitious ;  the  winds  have  been  contrary ;  Damon  could 
not  conquer  impossibilities  ;  he  will  be  here  tomorrow,  and  my  blood 
shall  ransom  that  of  my  friend."  As  he  pronounced  these  words,  a 
buzz  arose,  a  distant  voice  was  heard,  the  crowd  caught  the  words, 
and  **  Stop,  stop  the  execution  !  "  was  repeated  by  every  person.  A 
man  came  at  full  speed.  In  the  same  instant  he  was  off  his  horse, 
on  the  scaffold,  and  in  the  arms  of  Pythias.  ''  You  are  safe,"  he 
cried  ;  "  you  are  safe,  you  are  safe,  my  friend  !  The  gods  be  praised, 
you  are  safe."  Pale,  cold,  and  half  speechless,  in  the  arms  of  his  Da- 
mon, Pythias  replied  in  broken  accents  :  "  Fatal  haste — cruel  impa- 
tience— what  envious  powers  have  wrought  impossibilities  against 
your  friend  !  But  I  will  not  be  wholly  disappointed  :  Since  1  cannot 
die  to  save  you,  I  will  die  to  accompany  you."  Dionysius  heard 
and  beheld  with  astonishment :  his  eyes  were  opened,  his  heart  was 
touched,  and  he  could  no  longer  resist  the  power  of  virtue.  He  de- 
scended from  liis  throne,  and  ascended  the  scaffold.  ''  Live,  live,  ye 
incomparable  pair  !  ye  have  demonstrated  the  existence  of  virtue ; 
and  consequently  of  a  God  who  rewards  it.  Live  happy,  live  renown- 
ed ;  and  as  you  have  invited  me  by  your  example,  form  me  by  your 
precepts  to  participate  worthily  of  a  friendship  so  divine. 

The  same  story  still  more  amplified. 
When  Damon  was  sentenced  by  Dionysius  of  Syracuse  to  die  on 
a  certain  day,  he  begged  permission,  in  the  interim,  to  retire  to  his 
own  country  to  set  the  affairs  of  his  disconsolate  family  in  order. 
This  the  tyrant  intended  peremptorily  to  refuse,  by  granting  it,  as  he 
conceived,  on  the  impossible  condition  of  his  procuring  some  one  to 
remain  as  hostage  for  his  return,  under  equal  forfeiture  of  life.  Pythi- 
as heard  the  conditions,  and  did  not  wait  for  an  appUcation  upon  the 
part  of  Damon  ;  he  instantly  offered  himself  as  security  for  his  friend: 
which  being  accepted,  Damon  was  immediately  set  at  liberty.  The 
king  and  all  the  courtiers  were  astonished  at  this  action  ;   and,  there- 


«S  PROGRESSIVE  EXERCISES  IN 

fore,  when  the  day  of  execution  drew  near,  the  tyrant  had  the  curi- 
osity to  visit  Pythias  in  his  confineinrnt.  Some  conversation  took 
place  on  the  subject  of  friendship,  in  which  the  tyrant  dehvered  it  as 
his  opinion,  that  self-interest  was  the  sole  mover  of  human  actions  : 
but  as  for  virtue,  friendship,  benevolence,  love  of  one's  country,  and 
the  like,  he  looked  upon  them  as  terms  invented  by  the  wise  to  keep 
in  awe  and  impose  upon  the  weak.  "  My  Lord,"  said  Pythias,  with 
a  firm  voice  and  noble  aspect,  "  I  would  it  were  possible  that  I  might 
suffer  a  thousand  deaths,  rather  than  my  friend  should  fail  in  any 
article  of  his  honor  !  He  cannot  fail  therein :  I  am  as  confident 
of  his  virtue  as  1  am  of  my  own  existence.  But  I  pray,  I  beseech 
the  gods  to  preserve  the  life  and  integrity  of  my  Damon  together. 
Oppose  him,  ye  winds  !  prevent  the  eagerness  and  impatience  of  his 
honorable  endeavors,  and  suffer  him  not  to  arrive,  till  by  my  death 
1  have  redeemed  a  life  a  thousand  times  of  more  consequence,  of 
more  value  than  my  own;  more  estimable  to  his  lovely  wife,  to  hia 
precious  little  innocents,  to  his  friends,  to  his  country.  O  leave  me 
not  to  die  the  worst  of  deaths  in  that  of  my  friend  !  "  Dionysius  was 
awed  and  confounded  by  the  dignity  of  these  sentiments,  and  by  the 
manner  in  which  they  were  uttered  :  he  felt  his  heart  struck  bv  a 
slight  sense  of  invading  truth ;  but  it  served  rather  to  perplex  than 
undeceive  him.  The  mtal  day  arrived ;  Pythias  was  brought  forth, 
and  walked  amidst  the  guards  with  a  serious  but  satisfied  air,  to  the 
place  of  execution.  Dionysius  was  already  there  ;  he  was  exalted  on 
a  moving  throne  that  was  drawn  by  six  white  horses,  and  sat  pensive 
and  attentive  to  the  prisoner.  Pythias  came ;  he  vaulted  lightly  on 
the  scaffold,  and  beholding  for  a  time  the  apparatus  of  his  death,  he 
turned  with  a  placid  countenance,  and  addressed  the  spectators : 
*^  My  prayers  are  heard,"  he  cried;  "  the  gods  are  propitious;  you 
know  my  friends,  that  the  winds  have  been  contrary  till  yesterday. 
Damon  could  not  come ;  he  could  not  conquer  impossibilities :  he 
will  be  here  tomorrow ;  and  the  blood  which  is  shed  to  day  shall  have 
ransomed  the  life  of  my  friend.  O  !  could  I  erase  from  your  bosoms 
every  doubt,  every  mean  suspicion  of  the  honor  of  the  man  for  whom 
I  am  about  to  suffer,  I  should  go  to  my  death  even  as  1  would 
to  my  wedding.  Be  it  suflicient  in  the  mean  time,  that  my  friend 
will  be  found  noble  ;  tJiat  his  truth  is  unimpeachable ;  that  he  will 
speedily  prove  it;  that  he  is  now  on  his  way,  hurrying  on,  accusing 
himself,  the  adverse  elements,  and  fortune  ;  but  I  haste  to  prevent 
his  speed: — Executioner,  do  your  office."  As  he  pronounced  the 
last  words,  a  buzz  began  to  rise  among  the  remotest  of  the  people ;  a 
distant  voice  was  heard — the  crowd  caught  the  words,  and  "  Stop, 
stop  the  execution  !  "  was  repeated  by  the  whole  assembly.  A  man 
came  at  full  speed ;  the  throng  gave  way  to  his  approach  :  he  was 
mounted  on  a  steed  tliat  almost  flew  :  in  an  instant  he  was  off  his 
horse,  on  the  scaffold,  and  held  Pythias  straightly  enibraced.  "  You 
are  safe,"  he  cried ;  "  you  are  safe,  my  friend,  my  dearest  friend ! 
the  gotls  bo  praised,  you  are  safe  !  I  now  have  nothing  but  death  to 
suffer,  and  am  delivered  from  the  anguish  of  those  reproaches  which 
I  gave  myself  for  having  endangered  a  life  so  much  dearer  than  my 
own."  Pale,  cold,  and  half  specchlei*s,  in  the  arms  of  his  Damon, 
Pythias  replied  in  broken  accents — ''Fatal  haste! — Cruel  impa- 
tience ! — What  envious  powers  have  wrought  im])ossibilities  in  your 
favour?  But  I  will  not  be  wholly  disappointed.  S'mce  I  cannot  die 
tosave^  I  will  not  survive  you."     Dionysius  heard,  beheld  and  coo- 


ENGLISH  COMPOSITION.  4[P 

sidered  all  with  astonishment.  His  heart  was  touched,  he  wept,  and 
leaving  his  throne  he  ascended  the  scaffold.  '*  Live,  live,  ye  incom- 
parable pair  !  "  he  cried  ;  "  ye  have  borne  unquestionable  testimony  to 
tlie  existence  of  virtue  ;  and  that  virtue  equally  evinces  the  existence 
of  a  God  to  reward  it.  Live  happy,  live  renowned  !  And  O  form  me 
by  your  precepts,  as  ye  have  invited  me  by  your  example,  to  be  worthy 
of  the  participation  of  so  sacred  a  friendship. 

Note.     The  Examples  for  practice  in  the  20tA  and  2\st  Lessons^ 
toill  serve  likewise  for  this. 


LESSON    XXIII. 

DESCRIPTION. 

Description  may  in  most  cases  be  considered  as  an 
amplified  definition.  The  want  of  habits  of  observation, 
frequently  renders  it  difficult  for  the  pupil  to  give  a  correct 
description.  He  is  often  at  a  loss  how  to  approach  the 
subject,  where  to  begin,  and  what  particulars  to  enume- 
rate. Within  the  compass  of  a  single  lesson,  it  is  not  pos- 
sible to  give  such  directions,  as  will  apply  to  all  the  various 
subjects  which  are  embraced  in  this  kind  of  writing.  But 
to  afford  some  assistance  to  the  beginner,  the  following 
hints  are  offered.  It  is  not  expected  that  he  will  take  them 
in  the  order  in  which  they  stand  ;  much  less  that  all  of 
them  should,  in  all  cases,  be  embraced  in  the  same  exer- 
cise. If  he  is  to  describe  a  sensible  object,  he  may  notice 
the  subjoined  particulars,  in  any  order  consistent  with  a 
proper  classification. 

1.  The  time  when,  and  place  where  it  exists,  or  was 
seen. 

2.  The  purpose  for  which  it  is  designed,  its  name,  uses 
and  conveniences. 

3.  Its  novelty  or  antiquity,  general  or  particular  ex- 
istence. 

4.  Its  figure  or  form,  and  position,  together  with  an 
analysis  of  its  parts. 

5.  Its  resemblance  to  any  other  object. 

6.  Its  size,  colour,  beauty,  or  want  of  it. 

7.  The  persons  or  artists  by  whom  it  was  made. 

8.  Materials  of  which  it  was  made  and  the  manner  in 
which  it  is  constructed. 

9.  Its  effects  on  mankind  by  increasing  or  abridging 
their  comfort,  &c. 

10.  The  feelings  or  reflections  which  it  excited. 
IL     Its  connexion  with  any  other  subject. 


44  FROGKESSIVB    £XERCI9B3    IN 

MODEL. 

Description  of  Pompey^s  pillar. 

(1.*)  In  visitinff  Alexandria,  what  most  engages  the  attention  of 
travellers  is  the  pillar  of  Pompey,  as  it  is  commonly  called ;  situated 
at  a  quarter  of  a  league  from  the  southern  gate.  (8.)  It  is  compos- 
ed of  red  granite,  a  hard  kind  of  stone,  variegated  with  black  and  white 
spots,  and  very  common  in  Egypt  and  Arabia.  (4.)  The  capital  or 
uppermost  part  of  the  column  is  of  the  Corinthian  order  of  architec- 
ture, the  palm  leaves  composing  the  volutes  not  being  indented,  be- 
cause of  the  height  for  which  they  were  destined,  which  would  ren- 
der the  indentation  invisible  to  the  spectator  below.  (8.)  The  shaft, 
or  main  body  of  the  pillar,  together  with  the  upper  part  of  the  base  or 
foundation  is  composed  of  one  entire  block  of  marble,  ninety  feet  long, 
and  nine  in  diameter.  (4  &  8.)  The  base  is  a  square  of  about  fifteen 
feet  on  each  side.  This  block  of  marble,  sixty  feet  in  circumference, 
rests  on  two  layers  of  stone,  bound  together  with  lead.  (G.)  The 
whole  column  is  one  hundred  and  fourteen  feet  high.  It  is  perfectly 
well  polished,  and  only  a  little  shivered  on  the  eastern  side.  There 
was  originally  a  statue  on  this  pillar,  one  foot  and  ankle  of  which  are 
still  remaining.  The  statue  nmst  have  been  of  gigantick  size,  to 
have  appeared  of  a  man's  proportions  at  so  great  a  height.  To  the 
eye  below,  the  capital  does  not  appear  capable  of  holding  more  than 
one  man  upon  it;  but  it  has  been  found  that  it  could  contain  no 
less  than  eight  persons  very  conveniently.  Nothing  can  equal  the 
majesty  of  this  monument.  Seen  from  a  distance  it  overtops  the 
town,  and  serves  as  a  signal  for  vessels.  (10.)  Approaching  it  near- 
er it  produces  an  astonishment  mingled  with  awe.  One  can  never  be 
tired  with  admiring  the  beauty  of  the  capital,  the  length  of  the  shaft, 
and  the  extraordinary  simplicity  of  the  pedestal.  ('2.)  The  purpose 
for  wiiich  this  splendid  monument  was  designed,  (1.)  the  time  when  it 
was  raised,  and  (7,)  the  artist  by  whom  it  was  planned  and  executed  are 
all  equally  involved  in  obscurity.  (3.)  History  throws  no  light  which 
can  penetrate  Egyptian  darkness ;  nor  can  tradition  aver  any  thing 
certain  with  regard  to  it.  (2.)  By  some,  it  is  thought  to  have  been  erect- 
ed in  honour  of  Pompey  ;  who,  flying  from  Ca3sar  after  the  battle  of 
Pharsalia,  was  basely  assassinated,  in  this  place.  But  the  more  probable 
opinion  is,  that  it  was  raised  in  gratitude  to  tlie  emperor  Severus,  who 
had  conferred  great  favours  on  the  inhabitants  of  Alexandria.  (11.) 
The  pillar  of  Pompey,  or  of  Severus,  call  it  by  whicii  name  you  will, 
is  a  standing  monument  of  the  perfection  attained  by  the  ancients  in 
all  the  arts  on  whicli  the  science  of  architecture  depends;  and  proves, 
beyond  dispute,  that  in  what  respects  soever  the  moderns  may  have 
surpassed  the  ancients,  yet  in  grandeur  of  design,  boldness  in  exe- 
cution, taste,  richness  and  elegance  of  combination,  they  must  yield 
the  superiority. 

*  The  numbers  in  this  model  refer  to  the  corresponding  numberm 
on  the  last  page;  and  show  what  particulars  are  embraced  in  the 
description. 


ENGLISH    COMPOSITION.  40 

EXAMPLES    FOR    PRACTICE. 


The  pupil  may  now  lorite  a  description  of  the  following 
objects. 


1. 

A  ship. 

11. 

A  plough. 

2. 

A  carriage. 

12. 

A  harrow. 

3. 

A  school  room. 

13. 

A  fire  engine, 

4. 

A  steam  boat. 

14. 

A  paper  mill. 

5. 

A  watch. 

15. 

A  grist  mill. 

6. 

A  clock. 

16. 

A  wind  mill. 

7. 

A  bureau. 

17. 

A  canal. 

8. 

A  writing  desk. 

18. 

A  railroad. 

9. 

A  dwelling  house. 

19. 

A  bridge. 

0. 

A  meeting  house. 

20. 

A  telescope. 

The  preceding  directions  and  model  refer  principally  to 
a  limited  number  of  sensible  objects.  If  the  pupil  is  to 
write  a  description  of  natural  scenery,  the  following  list  of 
particulars  will  be  more  applicable. 

1.  The  climate,  weather,  surface,  soil 

2.  The  state  of  cultivation,  progress  of  vegetation,  and 
its  kind. 

3.  The  animated  objects  in  the  vicinity,  together  with 
the  conveniences  or  inconveniences  of  their  situation. 

4.  The  improvements  made  by  human  industry. 

0.  The  beauty,  or  deformity,  discoverable  in  the  uncul- 
tivated parts  of  the  scene. 

6.  The  inhabitants  in  the  vicinity,  their  occupations  and 
character. 

7.  The  prospects  around  the  scene,  hill  or  valley, 
water  stagnant  or  running,  slow  or  rapid,  &c. 

8.  The  sounds  produced  by  natural  objects;  such  as 
a  waterfall,  a  brook,  the  wind  passing  through  the  trees: 
—or  by  animated  nature,  namely,  the  bleeting  of  sheep, 
the  lowing  of  cattle,  the  singing  of  birds,  and  the  noise 
proceeding  from  the  workmen  and  their  machinery; 
together  with  numbers  one,  four,  ten  and  eleven  of  the 
preceding  enumeration. 

In  the  description  of  persons,  the  following  may  be 
embraced. 

1.  Person,  tall,  or  short,  fleshy  or  thin. 

2.  Manner,  strong  or  feeble,  graceful  or  awkward, 
active  and  energetick,  or  indolent  and  wanting  in  energy 


46  PROGRESSIVE  EXERCISES  IN 

3.  Gait;  behaviour;  character,  good,  bad,  or  indif- 
ferent; disposition,  amiable  or  irritable;  habits,  tempe- 
rate or  otherwise;  principles,  fixed  or  unsteady. 

4.  Profession  or  occupation;  station  in  society;  riches 
or  poverty;  birth,  parentage,  residence,  age,  education, 
associates. 

5.  Character  of  the  mind,  talents,  memory,  discrimi- 
nation, judgment,  language,  expressions,  &c. 

Having  attempted  the  various  kinds  of  description 
mentioned  above,  the  pupil  may  unite  narration  and  de- 
scription in  the  same  exercise,   by  presenting  the  history 

and   character   of  the   patriarch  Joseph, of  king 

David, of  Solomon, of  Job, of  the 

Apostle  Paul. 

The  materials  for  these  exercises  he  may  glean  from 
the  sacred  volume,  but  the  language  he  employs  should 
be  his  own.  If  he  is  sufficiently  acquainted  with  geog- 
raphy, history,  &c.  he  may  be  required  to  embrace  in  his 
performance,  some  account  of  the  mode  of  life,  &c.  and  in 
amplified  history,  represent  his  subject  in  fictitious  scenes. 


LESSON  XXIV. 

FIGURATIVE     LANGUAGE. 

Words  that  belong  to  one  class  of  objects  are  frequent- 
ly applied  to  other  classes.  Thus  the  words  moniing  and 
evening  properly  belong  to  the  day;  but  as  they  signify 
the  first  and  last  parts,  they  are  also  applied  to  other 
subjects.  Thus,  the  phrase,  the  morning  of  life  is  often 
used  for  youth;  and  the  evening  of  life^  for  old  age.  This 
is  what  is  called  a  figure  of  speech. 

Figures  of  speech  always  denote  some  departure  from 
simplicity  of  expression;  they  represent  in  a  forcible 
manner,  the  idea  which  we  intend  to  express,  and  present 
it  with  the  addition  of  some  circumstance  which  renders 
the  impression  more  strong  and  vivid.  Thus  when  we 
say,  "  A  good  man  enjoys  comfort  in  the  midst  of  adver- 
sity," we  express  an  idea  in  the  simplest  manner  possible. 
But  as  there  is  an  analogy^^  between  comfort  and  light, 
and  between  adversity  and  darkness,  we  may  express  the 
same  idea  in  figurative  language  thus:   '*  To  the  upright 

*  See  Lesson  18th. 


ENGLISH  COMPOSITION.  47 

there  ariseth  light  in  darknesf.^'  Here  a  new  circum- 
stance is  introduced;  two  objects,  resembling  one  anoth- 
er in  some  respects,  are  presented  to  the  imagination; 
light  is  put  in  the  place  of  comfort,  and  darkness  is  used 
to  suggest  the  idea  of  adversity. 

Figures  are* divided  into  two  kinds  or  classes,  figures 
of  words,  and  figures  of  thought. 

Figures  of  words  are  called  Tropes. 

Figures  of  thought  are  called  Metaphors. 

The  word  Tro^,  signifies  a  turning;  and  Metaphor, 
transferring. 

A  Trope  is  the  change  or  turning  of  a  word  from  its 
original  signification. 

Thus,  in  the  sentence  already  adduced,  *'To  the  up- 
right there  ariseth  light  in  darkness,"  the  trope  consists 
in  ''  light  and  darkness"  being  changed  or  turned  from 
their  usual  meaning,  and  employed  to  signify  ''  comfort  and 
adversity;"  on  account  of  some  resemblance  or  analogy, 
which  they  are  supposed  to  bear  to  those  conditions  of  life. 

A  Metaphor  is  a  figure,  in  which  the  words  are  used 
in  their  original  signification;  but  the  idea  which  they 
convey  is  transferred  from  the  subject  to  which  it  prop- 
erly belongs,  to  some  other  which  it  resembles.  Thus, 
when  we  say  of  a  man,  ''  He  is  the  pillar  of  the  state,"  we 
use  the  word  pillar  in  its  common  acceptation;  but  the 
idea  of  support,  which  a  pillar  implies,  is  transferred 
from  a  building  to  the  state;  and  our  meaning  is,  that  the 
man,  by  his  wisdom  or  prudence,  contributes  as  much  to 
the  safety  and  security  of  the  nation,  as  a  pillar  by  its 
strength  and  solidity,  does  to  the  stability  of  a  building. 

Tropes  and  metaphors  so  closely  resemble  each  other, 
that  it  is  not  always  easy,  nor  is  it  important,  to  be  able 
to  distinguish  the  one  from  the  other. 

In  this  lesson,  figurative  language  is  presented  to  the 
pupil,  which  he  is  to  convert  into  plain. 

MODELS. 

Fipirative  language:     A  poor  hind  nursed  in  the  lap  of  ignorance. 

Same  idea  in  plain  language :  A  poor  hind  who  had  never  been 
educated. 

Figurative  :  The  sun  looks  on  the  waters,  and  causes  them  to  glow, 
and  take  wings,  and  mount  aloft  in  air. 

Plain:  The  sun  shines  upon  the  water,  and  causes  it  to  grow 
warm,  and  ascend  in  vapour  till  it  reaches  the  upper  air. 

Figurative  :     The  earth  thirsts  for  rain. 

Plain.     The  earth  is  dry,— or  wants  water. 


48  PROGRESSIVE  EXERCISES  IN 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  now  change  the  following  figurative  eX" 
pressions  into  plain  language, 

1.  The  sunset  of  life. 

2.  The  meridian  of  our  days. 

3.  The  magick  hues  of  the  clouds   are  pencilled  by 
the  sun. 

4.  The  winds  plough  the  lonely  lake. 

5.  The  splendour  of  genius  illumines  every  object  on 
which  it  shines. 

6.  A  raging  storm,  and  a  deceitful  disease,  may  both 
he  encountered  on  life's  troubled  ocean. 

7.  The  rainbow  strides  the  earth  and  air. 

8.  Indolence  is  the  bane  of  enjoyment. 

9.  The  queen  of  the  spring,  as  she  passed  down  the 

vale, 
Left  her  robe  on  the  trees,  and  her  breath  on  the 
gale. 

10.  Daughters  of  telescopick  ray, 

Pallas  and  Juno  smaller  spheres, . 

1 1       Science  shall  renovated  beam, 

And  gild  Palermo's  favoured  ground. 

12.  Each  hill  and  dale,  each  deepening  glen  and  wold, 
Defies  the  power  that  crushed  thy  temples  gone. 

13.  Dear  are  the  wild  and  snowy  hills, 
Where  hale  and  ruddy  freedom  smiles. 

14.  There  is  no  flesh  in  man's  obdurate  heart, 
It  does  not  feel  for  man. 

15.  Lands  intersected  by  a  narrow  frith 
Abhor  each  other. 

16.  Let  freedom  circulate   through   every  vein  of  all 
your  empire. 

17.  Hail  to  the  morn,  when  first  they  stood 

On  Bunker's  height; 
And  fearless  stemmed  the  invading  flood. 
And  wrote  our  dearest  rights  in  blood, 
And  mowed  in  ranks  the  hireling  brood, 

In  desperate  fight! 
O!  'twas  a  proud  exulting  day, 
For  e'en  our  fallen  fortunes  lay 
In  light. 


ENGLISH  COMPOSITION. 

l^.     Rising  from  thy  hardy  stock, 

Thy  sons  the  tyrant's  frown  shall  mock, 
And  slavery's  galling  chain  unlock, 

And  free  the  oppressed. 
All  who  the  wreath  of  freedom  twine, 
Beneath  the  shadow  of  their  vine 
Are  blest. 


LESSON  XXV. 

The  previous  lesson  having  introduced  the  pupil  to 
figurative  expressions,  the  object  of  this  is,  to  lead  him  to 
form  similar  language  himself.  He  will  recollect  that 
analogy  or  resemblanct*  is  its  foundation;  and  when,  there- 
fore, he  is  required  to  convert  plain  into  figurative  terms, 
he  must  endeavour  to  call  to  mind  some  other  subject 
which  resembles  the  one  proposed  for  his  exercise.  In 
applying  the  terms,  phrases  and  ideas  relating  to  one  sub- 
ject, to  another  that  resembles  it,  or  in  other  words,  in  the 
use  of  metaphors^  the  following  rules  are  to  be  observed. 

1.  Metaphors  should  neither  be  too  numerous,  too  gay,  nor  too 
elevated,  but  suited  to  the  nature  of  the  subject. 

2.  They  must  be  drawn  from  proper  objects;  avoiding  all  such 
as  will  raise  in  the  mind  disagreeable,  mean,  or  low  ideas. 

3.  Every  metaphor  should  be  founded  on  a  resemblance  which  is 
clear  and  striking  ;  not  far  fetched,  nor  difficult  to  be  discovered. 

4.  Metaphorical  and  plain  language  must  not  be  jumbled  togeth- 
er; that  is,  a  sentence  should  never  be  constructed,  so  that  part  of  it 
mr.st  be  understood  literallv,  and  part  metaphorically. 

5.  Two  different  metaphors  must  not  meet  together  on  the  same 
subject. 

6.  Metaphors  should  not  be  crowded  together  on  the  same  object. 

7.  Metaphors  should  not  be  too  far  pursued. 

It  is  a  good  rule  likewise  when  we  have  written  a  metaphor,  to 
make  a  picture  of  it,  in  order  to  see  whether  the  parts  agree ;  and 
what  kind  of  figure  the  wliole  presents.  Thus  when  Shakespeare 
says,  "  to  take  arms  against  a  sea  of  troubles,'^  if  we  make  a  picture  of 
this  metaphor,  we  must  represent  a  man  clad  in  armour,  going  out 
to  fight  water!  The  impropriety  of  such  mixed  and  inconsistent 
metaphors  must  be  very  apparent. 

MODELS. 

Plain   language : 
Our  misfortunes  soon  end,  and  we  are  favoured  with  prosperity. 

Same  idea  in  figurative  language  : 
The  clouds  of  adversity  soon  pass  away,  and  are  succeeded  by  the 
Eunshine  of  prosperity. 

*  See  Lesson  18th,  page  34th. 


60  PROGRESSIVE  EXERCISES  IN 

Plain  language : 

The  waters  falling  from  the  rocks,  made  a  pleasing  noise  which  I 
distinctly  heard. 

Figurative : 

I  heard  the  voice  of  the  waters  as  they  merrily  danced  from  rock  to 
rock. 

Plain : 
The  water  of  the  lake  was  without  motion. 

Figurative  : 
The  waves  were  asleep  on  the  bosom  of  the  lake. 

Plaiji  : 
The  grass  grows  in  the  meadows  in  the  spring,  and  summer  soon 
succeeds. 

Figurative : 

In  the  spring  of  the  year,  the  meadows  clothe  themselves  in  their 
beautiful  green  robes  to  welcome  the  approach  of  summer. 

Plain  : 
He  could  not  be  seen  on  account  of  the  darkness  of  the  night. 
Figurative: 

Niffht  had  shrouded  him  in  her  dark  mantle :  or,  He  was  hidden  in 
the  shadows  of  the  night. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  will  express  the  following  sentences  m  Jigura^ 
live  language. 

1.  She  was  number  one  in  her  class,     (head.^) 

2.  He  was  the  last  in  the  division,     (foot.) 

3.  She  was  a  person  of  very  indolent  Habits,  (taken 
possession.) 

4.  It  rains,  the  clouds  are  black,  it  thunders  and  light- 
ens,    (open  a  fountain,  frowned,  roared,  set  on  fire.) 

5.  He  sunk  in  the  water,     (swallowed.) 

6.  There  are  scenes  in  nature  which  are  pleasant 
when  we  are  sad,  as  well  as  when  we  are  cheerful, 
(speaks,  smiles,  sympathises.) 

7.  The  number  of  people  who  are  alive,  is  very  small 
compared  with  those  who  have  died,     (tread,  slumber.) 

8.  The  river  flows  through  no  country  which  is  in- 
habited, and  no  sounds  are  made  near  it,  except  what  are 
caused  by  the  moving  of  its  own  waters.  (Silence, — 
solitude, — hears  no  sound  except  voice.) 

*The  word  or  words  in  brackets,  attached  to  each  sentence,  are 
given  as  hints  to  the  pupil,  to  enable  him  to  form  a  figure.  He  need 
not  be  required  to  use  them  if  he  can  perform  the  exercise  without 
assistance. 


ENGLISH    COMPOSITION.  51 

9.  The  hand  of  the  clock  moves  round  without  noise. 
(Time,  silent  tread.) 

10.  The  wind  moves  rapidly,  although  it  is  seldom 
heard,     (wings — song.) 

11.  Thou  must  pass  many  years  in  this  world,  where 
wise  m'^n  may  suffer  difficulties  and  hardships,  and  foolish 
persons  must  find  trouble,     (sea,  long  voyage,  shipwreck.) 

12.  The  wind  causes  the  leaves  to  move,     (dance.) 

13.  Guilt  is  always  wretched,  and  virtue  is  always 
rewarded  sooner  or  later,     (wedded,  allied.) 

14.  Perfect  tciste  knows  how  to  unite  nature  with  art, 
without  destroying  its  simplicity  in  the  connexion,  (wed, 
sacrificing,  alliance.) 

15.  Virgil  might  almost  be  termed  a  plagiarist;  but 
he  has  corrected  the  faults  and  added  to  the  beauties  of 
that,  which  he  has  taken  from  others,  (adorn  a  theft, 
polish  stolen  diamonds.) 


LESSON  XXVL 

ALLEGORY. 

An  allegory  is  the  representation  of  one  thing  by  an- 
other anal^gous^^  to  it.  It  may  be  considered  as  a  series 
or  chain  of  continued  metaphors. 

The  only  material  difference  between  allegory  and 
metaphor,  besides  the  one  being  short  and  the  other  pro- 
longed, is,  that  a  metaphor  always  explains  itself,  by  the 
words  that  are  connected  with  it,  in  their  proper  mean- 
ing; whereas  in  allegory,  something  is  intended  more 
than  the  words  in  their  literal  signification  imply. 

Apologues,  parables,  fables  and  riddles,  may  all  be 
considered  as  allegories. 

MODEL,  t 

The  difficulty  of  writing  composition  without  the  assistance  of 
thought  and  imagination  is  expressed  in  the  following. 

Allegory. 
As  I  was  reclining  one  morning  at  the  bottom  of  a  beautiful  gar- 
den, in  an  arbour  overhung  with  honey  suckle  and  jessamine  of  the 

*  See  Lesson  18th. 

t  This  Model  is  given  just  as  it  was  presented  by  the  pupil,  and 
without  correction  ;  it  being  thought  more  important  to  encourage  the 
young  by  showing  what  others  of  the  same  age  have  done,  than  to 
present  a  faultless  Model. 


52  PROGRESSIVE  EXERCISES  IN 

most  exquisite  fragrance,  I  saw  a  most  hideous  monster  standing  before 
me.  I  tremblingly  enquired  his  name  and  wish.  He  replied,  in  a 
voice  of  thunder,  I  am  the  Genius  of  composition,  and  am  come  to 
require  the  tribute  that  is  due  to  me.  For  a  few  moments  I  stood 
amazed,  not  knowing  how  to  reply.  At  length  I  was  relieved  by  the 
approach  of  a  beautiful  nymph,  who  called  herself  Imagination;  at 
whose  appearance  the  hideous  monster  disappeared.  The  sweet  and 
soothing  voice  of  this  beautiful  nymph  relieved  my  apprehensions; 
but  when  I  awoke  from  my  slumbers,  I  found  it  was  but  a  dream. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  write  an  allegory,  showing  the  danger  of 
ambition  without  talent.  To  assist  him  in  the  exercise,  the 
following  hints  are  offered. 

A  snail  despised  the  closeness  of  his  shell,  and  sighed 
for  more  room. 

He  one  day  found  the  empty  shell  of  a  lobster. 

He  took  possession,  and  was  envied  by  all  his  kindred. 

He  one  day  perished  with  cold  in  a  corner  of  the  shell. 

*As  instances  of  allegory  which  may  be  studied  and  imita- 
fed,  the  following  maybe  mentioned:  **  The  Hill  of  Sci- 
ence;^' '*  The  Journey  of  a  Day;^'  ami  an  Eastern  JVar- 
rative  hy  Haivksivorth,  entitled  '*JVb  Ife  pleasing  to  God, 
that  is  not  useful  to  man.'^  The  SOth  Psalm,  and  JS'o.  55 
of  the  Spectator,  furnish  other  beautiful  allegories.  The 
Pilgrim^ s  Progress  is,  perhaps,  the  longest  allego'ry  ever 
written. 


LESSON  XXVII. 

HYPERBOLE,    OR    EXAGGERATION. 

Hyperbole,  or  exaggeration,  consists  in  magnifying  an 
object  beyond  its  natural  bounds. 

This  figure  occurs  very  frequently  in  common  conver- 
sation; as  when  to  represent  the  quickness  of  motion, 
we  say  *'  as  quick  as  lightning, ^^  or  ^^  as  swift  as  the  irtnrf." 

Hyperbole  should  be  sparingly  used;  but  no  rule  can 
be  given  for  its  management,  except  that  it  must  be  under 
the  guidance  of  judgment  and  good  sense. 

MODEL. 

The  speech  of  Mr.  Otis  was  so  interestinjr  and  impressive,  that  the 
very  walls  listened  to  his  arguments,  and  were  moved  by  his  elo- 
quence. 

[By  this  hyperbole  a  forcible  impression  is  given  of  the  attention 
of  every  individual  of  the  assembly,  and  the  effect  which  the  elo- 
qaence  of  the  speaker  had  upon  each  individual.] 


ENGLISH  COMPOSITION.  M 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  represent   the  following  expressions  in  an 
hyperbole, 

1.  The  immense  number  of  the  stars. 

2.  The  brightness  of  a  lighted  room. 

3.  The  splendour  of  a  dress  ornamented  with  jewels. 

4.  The  affliction  caused  by  the  death  of  a  distinguish- 
ed individual, 

5.  The  number  of  persons  in  a  crowd. 

6.  The  loudness  of  a  speaker's  voice. 

7.  The  smallness  of  an  individual,  expressed   by  the 
object  which  might  be  a  mansion  for  him. 

8.  The  size  of  a  country  expressed  by  the  rising  and 
setting  of  the  sun. 

9.  The  thirst  of  an  individual  expressed  by  the  quan- 
tity of  liquid  he  consumes. 

10.  The  quantity  of  rain  which  falls  in  a  shower. 

11.  The  sharpness  of  a  man's  sight. 

12.  The  stupidity  of  an  animal. 


LESSON    XXVIII. 

PERSONIFICATION,    OR   PROSOPOPOEIA.* 

Prosopopoeia,  or  Personification,  is  that  figure,  by  which 
life  and  action  are  attributed  to  inanimate  objects. 

This  figure  may  be  considered  as  the  foundation  of  a 
large  proportion  of  figurative  language.  When  we  say 
that  **//ie  earth  thirsts  for  rain,"  or  "  smiles  with  plenty," 
we  represent  the  earth  as  a  living  creature  thirsting  and 
smiling. 

There  are  three  degrees  in  this  figure,  namely, 

1.  When  some  of  the  properties  or  qualities  of  living 
creatures  are  attributed  to  inanimate  objects.     As 

AfurioTis  dart ;  thirsty  ground  ;  a  deceitful  disease ;  the  angry  ocean. 

Here  the  personification  consists  in  ascribing  fury,  thirst,  deceit, 
and  anger,  which,  in  reality  are  felt  by  Hving  creatures  only,  to  the 
inanimate  objects,  a  dart,  a  disease,  and  the  ocean. 

2.  When  inanimate  objects  are  represented  as  acting 
like  those  which  have  life.     Thus: 

Lands  intersected  by  a  narrow  frith  abhor  each  other. 

*  An  attentive  study  of  this  figure  will  show  that  it  is  founded  on 
Analogy.     See  Lesson  18th,  page  34th. 

E  2 


(1^  PROGRESSIVE    EXERCISES  IN 


The  calm  shade 


Shall  bring  a  kindred  calm,  and  the  sweet  breeze 
Tliat  makes  the  green  leaves  dancCy  shall  waft  a  balm 
To  thy  sick  heart. 

The  cool  wind 

That  stirs  the  stream  in  play,  shall  come  to  thee 
Like  one  that  loves  thee,  nor  will  let  thee  pass 
Ungreeted ;  and  shall  give  its  light  embrace. 

Here  the  words  in  Italick  show  in  what  the  personification  consists  ; 
namely  :  in  representing  the  lands  abhorring,  tiie  shade  bringing,  the 
breeze  wafting,  the  leaves  dancing,  the  wind  stirring  a  streamy  and 
playing,  coming  and  embracing. 

S.  When  they  are  represented  as  speaking  to  us;  or 
listening  to  what  we  say.     Thus: 


Hand  and  voice, 


Awake,  awake  !  and  thou,  my  heart,  awake  ! 
Green  fields  and  icy  cliffs,  all  join  my  hymn! 
And  thou !  Oh  silent  mountain,  sole  and  bare. 

*        *        *        "wake,  Oh  wake,  and  utter  praise. 

Yet  fair  as  thou  art,  thou  shunnest  to  gUde, 
Beautiful  stream  !  by  the  village  side ; 
But  windest  away  from  haunts  of  men, 
To  silent  valley  and  shaded  glen. 
Here  the  hand,  voice,  heart,  green  fields,  icy  cliffs,  the  mountain  and 
the  streamy  are  represented  as  if  they  were  listening  to  the  speaker. 

MODEL  of  the  first  degree. 

The  hungry  waves.  The  joyous  rain.  The  surly  storm. 

EXAMPLES    FOR    PRACTICE. 

Personify  the  following   subjects   in   the  first  or    lowest 
degree. 


1. 

A  brook. 

13. 

Idleness. 

2. 

A  waterfall. 

14. 

Intemperance 

3. 

The  wind. 

15. 

Fire. 

4. 

A  tempest. 

16. 

An  earthquake. 

5. 

Time. 

17. 

The  waves. 

6. 

Fortune. 

18. 

Rain. 

7. 

Adversity. 

19. 

Winter. 

8. 

The  earth. 

20. 

Summer. 

9. 

The  ocean. 

21. 

Mirth. 

10. 

The  sun. 

22. 

Folly. 

11. 

Science. 

23. 

Pleasure. 

12. 

Industry. 

24. 

Pain. 

ENGUSR  COMPOSITION.  55 

MODEL  of  the  second  degree. 

Plain  expression.     He  drew  his  sword  from  its  scabbard. 
Personification.  At  his  command  his  sword  leapt  from  the  seabbarb, 

EXAMPLES  FOR  PRACTICE. 

Personify  the  following,  in  the  second  degree. 

1.  He  is  asleep,     (sits  on  his  eyelids.*) 

2.  He  is  in  love,     (throw  a  chain,  around.) 

3.  The  laws  contain  the  declaration  that  the  murder- 
er must  die.     (to  hand  a  sword.) 

4.  He  who  is  pleased  with  natural  scenery,  can  find 
instruction  and  entertainment  in  every  object  which  he 
sees.     (Nature  speaks  a  language.) 

6.  In  a  few  days  we  shall  depart  from  the  light  of 
the  sun,  and  be  buried  in  the  earth.  (Sun  shall  see,  earth 
claim.) 

6.  The  sun  cannot  be  seen  through  the  clouds,  (pierce 
through.) 

7.  The  air  is  so  soft,  that  we  are  induced  to  take  a 
walk,     (invites.) 

8.  The  moon  shines  on  the  brow  of  the  mountain, 
(gilds.) 

9.  The  shadows  caused  by  night,  pass  away,    (nursed.) 

10.  The  hands  of  the  clock  were  at  nine,     (points.) 

11.  The  fire  has  been  extinguished.     (Die.) 

12.  The  thunder  among  the  crags  appears  first  on  one 
peak  and  then  on  another,     (leaps.) 

MODEL  of  the  third  degree. 

Oh  Switzerland  !  my  country     t  is  to  thee 

I  strike  my  harp  in  agony  ; — 

My  country  !  nurse  of  liberty, 

Home  of  the  gallant,  great,  and  free, 

My  sullen  harp  I  strike  to  thee. 

Oh  grave  !  where  is  thy  victory  ? 

Oh  death  !  where  is  thy  sting  ? 

Oh  solitude,  where  are  the  charms, 

That  sages  have  seen  in  thy  face  ? 

•  The  words  or  phrases  within  the  brackets  are  offered  aa  hintfl  to 
the  Dupil. 


K  FROGRESSIYB    EXERCISES    IN 

EXAMPLES    FOR   PRACTICE. 

Personify  thefolloiving  subjects, 

1.  The  scenes  of  early  life.  7.  Industry. 

2.  Intemperance.  8.  Liberty. 

3.  War.  9.  Indolence 

4.  Peace.  10.  Poverty. 

5.  Religion.  11.  The  sun. 

6.  Adversity.  12.  Night. 

No  object  which  has  not  dignity  in  itself,  should  ever 
be  personified  in  this  degree 


LESSON  XXIX. 

APOSTROPHE. 

Apostrophe  is  an  address  to  a  real  person,  but  one  who 
is  either  absent  or  dead,  as  if  he  were  present  and  listen- 
ing to  us. 

MODEL. 

Oh, my  son  Absalom!  would  God  I  had  died  for  thee,  Oh  Absa- 
lom, my  son. 

Soul  of  the  just!  companion  of  the  dead  ! 

Where  is  thy  home,  and  whither  art  thou  fled  ? 
J{o  examples  for  practice  are  ajixed  to  this  lesson.     The  figure  itself 
is  so  simple,  that  the  pupil  can  readily  apply  it,  withotU  having  had 
much  practice  in  it. 


LESSON  XXX. 

SIMILE,    OR    COMPARISON. 

A  simile,  or  comparison,  is  where  the  analogy  *  or  re- 
semblance between  two  objects  is  expressed  in  form,  and 
usually  pursued  more  fully  than  the  nature  of  a  meta- 
phor admits.  Thus  when  we  say  of  a  great  man,  *'  He 
is  the  pillar  of  the  state,"  it  is  a  metaphor;  but  when 
we  say  of  him,  '*  He  upholds  the  state  like  a  pillar,"  which 
supports  the  weight  of  an  edifice,  it  then  becomes  a  com- 
parison. 

Comparisons  are  used  for  two  principal  purposes,  name- 
ly, to  explain  a  subject,  or  to  render  it  pleasing. 

"*  Seo  Lesion  18th,  page  34th. 


ENGLISH  COMPOSITION.  57 

It  is  necessary  in  a  comparison,  that  it  serve  to  illus- 
trate the  object,  for  the  sake  of  which  it  is  introduced, 
and  give  a  stronger  conception  of  it. 

In  drawing  comparisons,  the  following  rules  must  be 
observed: 

1.  (  'omparisons  must  not  be  drawn  from  objects,  which 
have  too  near  and  obvious  a  resemblance  of  the  object 
with  which  they  are  compared. 

2.  They  must  not  be  founded  on  too  faint  and  distant 
likenesses. 

3.  The  object  from  which  a  comparison  is  drawn, 
ought  nev3r  to  be  an  unknown  object;  nor  one,  of  which 
few  people  can  have  a  clear  idea. 

4.  Similes,  or  comparisons,  should  never  be  drawn 
from  mean,  or  low  objects. 

MODEL. 

A  troubled  conscience  is  like  the  ocean  when  ruffled  by  a  storm. 

Though  my  perishing  ranks  should  be  strewed  in  their  gore, 
Like  ocean  weeds  heaped  on  the  surf  beaten  shore : 

An  elevated  genius,  employed  in  little  things,  appears  like  the  sun 
in  his  evening  declination ;  he  remits  his  splendour,  but  retains  his 
magnitude ;  and  pleases  more,  though  he  dazzles  less. 

Charity,  like  the  sun,  brightens  every  object  on  which  it  shines. 
As  from  the  wing  no  scar  the  sky  retains, 
The  parted  wave  no  furrow  from  the  keel. 
So  dies  in  human  hearts  the  thought  of  death. 

EXAMPLES    FOR   PRACTICE. 

A  comparison  may  now  he  ivritten  from  the  following: 

1.  Virtue  is  like .     The  more  it  is  rubbed,  the 

more  brightly  it  shines. 

2.  A  man  of  honest  intentions  is  like  ■  where 
we  can  always  see  the  bottom. 

3.  A  man  of  virtuous  principles  is  like ■ 

The  winds  blow,  and  the  waves  beat  upon  it,  but  it 

So  amid  the  trials  and  troubles  of  life,  though  temptations 
assail  and  misfortunes  threaten  to  overwhelm  him,  he 
stands  unmoved,  and  defies  the  impotence  of  their  as- 
saults. 

4.  Intemperance  is   like  — which  . 


58  PROGRESSIVE  EXERCISES  IN 

5.  Benevolence  is  like  the of  heaven,  which, 

falling  silently  and  unobserved,  seeks  not  to  attract 
attention,  but  to  do  good.  It  therefore  runs  not  off  in 
noisy  streams,  or  in  a  swollen  current,  but  penetrating 
through  the of  its  object . 

6.  Religion  like presents  a  bright  side, 

to  every  object,  which  is  not  wholly  buried  in  earth. 

7.  He  who  has  no  opinion  of  his  own,  is  like 

which .     The  man  of  decision  is  as  the • 

which . 


LESSON  XXXI. 

ANTITHESIS,    OR    CONTRAST. 

Antithesis  is  the  reverse  of  comparison;  for  as  the 
latter  in  general,  signifies,  or  is  founded  on  resemblance, 
the  former  implies  contrast,  opposition,  distinction  or 
difference. 

Antithesis  is  frequently  used  where  we  wish  to  give  a 
clearer  impression  of  our  meaning; — to  show  the  truth 
or  absurdity  of  an  opinion;  the  excellence,  or  the  infe- 
riority of  a  subject;  or  to  exhibit  in  a  more  lucid  manner, 
the  difference,  or  distinction  between  two  things. 

MODEL. 

Antithesis  of  Geography  and  History. 

Geography  describes  llie  countries  situated  on  the  earth,  and  the 
parts  into  wliich  tliey  are  divided.  History  teaches  us  the  manners 
and  customs  of  the  inhabitants  of  those  countries.  Tlie  former 
relates  to  the  habitations  of  mankind ;  the  latter,  to  the  inhabitants 
themselves.  The  one,  embraces  a  view  of  the  physical,  the  other, 
describes  the  moral  condition  of  the  world.  Geography  may  be 
considered  as  the  more  useful,  but  history  tlie  more  mteresting 
study. 

Pride   and    Humility. 

No  two  feelings  of  the  human  mind,  are  more  opposite  than  pride 
and  humility,  rride  is  founded  on  a  high  opinion  of  ourselves— 
humility,  on  the  consciousness  of  the  want  of  merit.  Pride  is  the 
offspring  of  ignorance, — humility  is  the  child  of  wisdom.  Pride 
hardens  the  heart — humility  soflens  the  temper  and  the  disposition. 
Pride  is  deaf  to  the  clamours  of  conscience, — humility  listens  with 
reverence  to  the  monitor  within ;  and  finally  pride  rejects  the  coun- 
sels of  re^ason,  the  voice  of  experience,  the  dictates  of  religion  ;  while 
humility  with  a  docile  spirit,  thankfully  receives  instruction  from  all 
who  address  her  in  the  garb  of  truth. 


ENGLISH    COMPOSITION.  59 

Prohability  and  Improbability  of  Milo's  Guilt. 

Milo  was  unwilling  to  cause  the  death  of  Clodius,  at  a  time,  when 
all  mankind  would  have  approved  the  deed.  Is  it  probable,  then,  he 
would  embrace  an  occasion  when  he  would  be  stigmatized  as  an  as- 
sassin •*  He  dared  not  destroy  his  enemy  even  with  the  consent  of 
the  law,  in  a  convenient  place,  on  a  fit  occasion,  and  without  incur- 
ring danger.  Would  he  attempt  it  then  in  defiance  of  the  law,  in  an 
inconvenient  place,  at  an  unfavourable  time,  and  at  the  risk  of  his  life. 

The  definition  of  words  is  sometimes  given  in  the  form  of  an  antith- 
esis, for  an  example  of  which,  see  Lesson  17th. 

EXAMPLES    FOR    PRACTICE. 

The  following  subjects  may  be  presented  in  Antithesis. 

1.  Virtue  and  vice. 

2.  Friendship  and  selfishness. 

3.  Summer  and  winter. 

4.  Industry  and  indolence 

5.  Religion  and  infidelity. 

6.  A  country  with  a  good  government,  and  one  in  a 
state  of  anarchy  or  revolution. 

7.  Peace  and  war. 

8.  A  contented  and  a  restless  disposition. 

9.  Knowledge  and  ignorance. 

10.  A  temperate  and  an  intemperate  man. 

11.  Gratitude  and  ingratitude. 

12.  The  contented  and  the  ambitious. 


LESSON  XXXII. 

INTERROGATION,    EXCLAMATION    AND    VISION. 

When  we  would  affirm,  or  deny  with  great  earnestness,  expressing 
the  firmest  confidence  of  the  truth  of  our  opinion,  and  appealing  to 
the  hearers  for  the  impossibility  of  the  contrary,  we  frequently  put 
our  assertions  in  the  form  of  a  question  or  interrogation. 

MODEL  of  Interrogation. 

God  is  not  man  that  he  should  lie,  nor  the  son  of  man  that  he 
should  repent.  Hath  he  said  it?  and  shall  he  not  do  it.?  Hath  he 
Bpoken  ?  and  shall  he  not  make  it  good  ? 

EXCLAMATION. 

Exclamation  is  a  figure  of  a  similar  nature,  used  only  in  animated 
writings,  to  express  surprise,  anger,  joy,  grief,  &c. 

MODEL  of  Exclamation. 
Good  heaven !     What  an  eventful  life  was  hers ! 


60  PROGRESSIVE  EXERCFSES  IN 


VISION. 

Vision,  or  sight,  is  the  representation  of  something  past  or  future, 
as  if  it  were  passing  before  our  eyes. 

MODEL  of  Vision. 

The  author  of  the  following  extract  is  speaking  of  the  slave  trade. 

I  hear  the  sound  of  the  hammer — I  see  the  smoke  of  the  furnaces 
where  manacles  and  fetters  are  still  forged  for  human  limbs.  1  see 
the  visages  of  those,  who,  by  stealth  and  at  midnight,  labour  in  this 
work  of  iniquity,  foul  and  dark,  as  may  become  the  artificers  of  such 
instruments  of  misery  and  torture. 

It  is  unnecessary  to  present  any  "  examples  for  practice'*  in 
this  lesson ;  but  the  teacher  may  require  the  pupil  to  attempt  one  or 
more  examples  of  each  figure,  without  assistance. 


LESSON  XXXIII. 


Climax,*  called  also  ^^  gradation, ^^  or  ^^amplification  by 
steps, '^  is  the  gradual  ascent  of  a  subject  from  a  less  to  a 
higher  interest. 

Sometimes  the  word  or  expiession  which  ends  the  for- 
mer member  of  the  period  beguis  the  next,  and  so  on  through 
the  sentence. 

Climax  generally  forms  an  artful  exaggeration  of  the 
circumstances  of  some  object  or  action,  which  we  wish 
to  place  in  a  strong  light. 

MODEL. 

1.  There  is  no  enjoyment  of  property  without  government;  no 
government  without  a  magistrate  ;  no  magistrate  without  obedience ; 
and  no  obedience  where  every  one  does  as  he  pleases. 

2.  What  hope  of  liberty  is  there  remaining,  if  what  it  is  their 
pleasure,  it  is  lawful  for  them  to  do;  if  what  is  lawful,  they  are  able 
to  do  ;  if  what  they  are  able  to  do,  they  dare  do;  if  what  they  dare 
do,  they  really  execute ;  and  if  what  they  really  execute,  is  no  way 
offensive  to  you  .'* 

'S.  What  a  piece  of  work  is  man !  how  noble  in  reason  !  how 
infinite  in  faculties  !  in  form  and  motion  how  expressive  and  admi- 
rable ;  in  action  how  like  an  angel  !   in  apprehension  how  like  a  God : 

4.  After  we  have  practised  good  actions  awhile,  they  become 
easy  ;  and  when  they  are  easy,  we  begin  to  take  pleasure  in  them ; 
and  when  tliey  please  us,  we  do  them  frequently ;  and  by  frequency 
of  acts,  a  thing  grows  into  a  habit     and  confirmed   habit,  is  a  kind  of 

*  The  word  climax  is  from  the  Greek  language,  and  signifies  a 
ladder. 


ENGLISH  COMPOSITION.  61 

second  nature ;  and  so  far  as  any  thing  is  natural,  so  far  it  is  neces- 
sary, and  we  can  hardly  do  otherwise;  nay,  we  do  it  many  times 
when  we  do  not  think  of  it. 

5.  The  state  of  society  in  large  cities  necessarily  produces  luxu- 
ry; and  luxury  gives  birth  to  avarice;  while  avarice  begets  boldness 
and  boldness  is  the  parent  of  depravity  and  crime. 

Manv  beautiful  instances  of  climax  may  be  found  in  the  sacred 
scriptures.     See  the  following : 

Matthew  chapter  10th,  verse  40th. 

Romans         **         5th,       "        3d. 

*'       10th,      "     14th. 

1  Corinthians      "       11th.      "        3d. 

"  ''  3d,'      "     21st. 

J^otice  should  be  taken  of  the  number  of  steps,  or  particulars ,  in  each 
climax. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  is  required  to  fill  or  supply  the  vacant  places 
in  the  subjoined.  The  figures  within  the  brackets  denote  the 
number  of  steps  or  particidars  requisite  to  complete  the  fig^ 
ure  as  it  is  proposed ;  but  if  he  can  finish  it  with  a  less  num^ 
ber,  he  should  be  allowed  to  do  so* 

1.  Children  owe  regard  to    their   equals; to 

their  fellow  pupils;  to   their    superiors  in  age; 

to  their  parents,   and  fear,  love    and  reverence 

to  their  God.     (5.) 

2.  Teachers   expect   obedience    from   their    youngest 

pupils; from  the  middle  classes; from 

the  highest;  and from  all.     (4.) 

3.  Such  conduct  would  have  been  wrong  in  a  child; 
in  a  youth; to  a  man;  but  in  a  per- 
son of  his  knowledge,  sense  of  propriety,  duty,  honour, 
principle,  it  is  in  the  highest  degree  reprehensible,  dis- 
graceful, nay,  even  wicked.     (4.) 

4.  Ignorance  is  to  be  regretted  even  in  a  child;  de- 
plorable in ;  shameful  to  — ;  disgraceful 

to ;  and  despicable  in .     (5.) 

5.  Time  is  valuable  even  in  the  dawn  ofhfe; 

in   the  morning; at    noon; when    the 

sun  is  declining.  How  inestimable,  then,  its  value  to 
one  whose  sun  is  about  to  set  !  What  countless  worlds 
would  the  sinner  give,  for  but  a  moment  to  lengthen  out 
the  dim  twilight  that  precedes  the  night  of  death.     (5.) 

6.  The    conduct    of  children  should  be  peaceful  and 

contented  at  home; when    abroad;  in 

school;  and at  church.     (4.) 


62  PROGRESSIVE  EXERCISES  IN 

7.  It  is  not  commendable  to  wish  for  the  property  of 

others;     it    is    improper   to ;    it   is    unjust   to 

;  it  is  an  offence  to ;  it  is  a  crime  to 

;  it  is  punishable  with  death  to . 

What  shall  we  say  then  of  him,  who  in  the  darkness  of 
the  night,  when  mankind,  in  the  confidence  of  security, 
have  permitted  their  watchful  senses  to  sleep,  defies  the 
obstacles  of  bars  and  bolts,  breaks  into  a  dwelling,  plun- 
ders the  property,  murders  the  inhabitants,  and  sets  fire 
to  their  habitation. 

8.  He  who  wantonly  takes  the  life  of  a  fly ; 


.     How  then  shall  we  describe  the  wickedness 

of  a  parent  who ,  and ,  wantonly  exposes  her 

child  to  a  lingering,  cruel  death?     (6.) 

In  filling  up  the  preceding  skeletons,  the  pupil  will 
recollect  that  each  successive  member  must  rise  in  mean- 
ing so  as  to  express  something  of  a  higher  and  more  im- 
portant kind  than  that  which  precedes  it.  There  is 
another  figure  in  which  the  terms  descend,  as  in  the 
following: 

His  offence  deserved  not  the  punishment  of  crucifix- 
ion; nay,  not  of  death;  nay,  not  of  stripes;  nay,  not  of 
imprisonment; — nay,  not  even  of  censure;  nor  yet  even 
of  disapprobation. 

See  also  Matthew,  5th  chapter,  verse  18th. 
This  lesson  finishes  the  subject  of  fiflfurative  lancruage.  The  pupil 
should  be  apprised  that  the  figures  which  are  herein  enumerated,  are 
a  few  only  of  those  which  belong  to  the  subject.  A  complete  list  of 
rhetorical  figures  includes  several  hundred  different  kinds ; "  many  of 
which,  however,  are  but  names  for  common  expressions.  Those 
which  have  been  noticed  in  these  lessons,  are  the  principal  ones  that 
are  embraced  in  common  treatises.  The  author  thinks  it  expedient, 
that  the  pupil  should  be  made  acquainted  with  figurative  expressions, 
befiDre  his  introduction  to  themes  and  regular  subjects.  The  previous 
lessons  are  designed  to  prepare  him  for  exercises  which  require  orig- 
inality, both  of  thought  and  expression.  It  is  not  a  question  here  to 
be  discussed,  whether  such  preparation  is  necessary.  The  author 
can  only  say,  that  teachers,  who  have  been  able  to  interest  their  pu- 
pils in  composition  at  an  early  age,  and  prepare  them  both  to  think 
and  to  write  with  clearness,  elegance  and  precision,  without  the  aid 
of  some  such  introductory  exercises,  are  happ}'  in  their  success.  To 
those  who  seek  some  "  breve  iter  per  excmpla,''  he  addresses  the  linefl 
of  Horace  : 

'''  Si  quid  novisti  rectius  istis, 

Candidus  imperti;  si  non  his  utere  mecum." 

*  Holmes'  Rhetorick  enumerates  a  list  of  two  hundred  and  fifiy» 


ENGLISH  COMPOSITION.  B9 

or,  as  they  are  quaintly  translated : 

" If  a  better  system's  thine, 

"  Impart  it  freely,  or  make  use  of  mine." 
Whether  the  arrangement  of  the  principles  contained  in  the  seve- 
ral lessons,  is  as  strictly  progressive  as  it  might  be,  is  a  question  sub- 
mitted with  deference.  Having  enjoyed  little  conversance  with  the 
collected  wisdom  of  others  on  this  subjectj  either  in  person  or  in 
print,  diffidence  of  his  own  opinion  forbids  the  author  to  recommend 
any  adherence  to  the  order  in  which  they  are  presented. 


LESSON  XXXIV. 

PARAPHRASE,  OR  EXPLANATION. 

Paraphrase  means  an  explanation,  or  interpretation. 
Maxims  and  proverbs  frequently  occur,  which  have 
something  of  the  nature  of  figurative  language.  Many 
of  them  are  included  in  a  figure  which  by  some  writers 
is  called  Jlllusion.  The  object  of  this  lesson  is,  to  accus- 
tom the  pupil  to  the  use  of  such  expressions,  and  enable 
him  to  explain  them. 

MODEL. 
Maxim. 
"  Look  before  you  leap.'* 
Paraphrase^  or  Explanation. 
This  maxim  imphes  that  we  should  not  engage  in  any  undertaking 
before  we  have  seriously  considered  the  consequences ;  together  with 
the  probability  of  obtaining  the  object  of  our  desire.     We  should  also 
consider,  whether  the  pleasures  or  the  benefits  which  we  promise  our- 
selves, are  worth  the  trouble  they  will  occasion ;    and   whether   we 
should  not  have  reason  to  lament  our  participafion  in  the  affair. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  now  paraphrase  the  following. 

1.  Frequent  droppings  wear  even  stones. 

2.  Make  haste  slowly. 

3.  Haste  is  slow. 

4.  Truth  lies  in  a  well. 

5.  Let  justice  be  done  though  the  heavens  fall. 

6.  Happiness  has  many  friends. 

7.  Walls  have  ears. 

8.  Hunger  breaks  through  stone  walls. 

9.  He  gives  twice  who  gives  soon. 

10.  Whilst  we  live,  let  us  live. 

11.  Cast  thy  bread  upon  the  waters,  for  thou  shalt  find 
it  after  many  days. 


,64  PROGRESSIVE  EXERCISES   IN 

LESSON   XXXV. 

CLEARNESS,    UNITY,    STRENGTH    AND    HARMONY. 

Before  commencing  the  subject  of  simple  themes,  it 
will  be  proper  to  premise  a  few  remarks  on  the  choice 
of  words  and  the  structure  of  sentences;  which  have 
been  reserved  for  this  place,  in  order  that  the  previous 
lessons  may  prepare  the  beginner  for  a  proper  under- 
standing and  application  of  them.  It  cannot  be  doubted 
that  the  first  step  in  composition  must  be  to  teach  the 
beginner  hoiv  to  ivrite  '^  at  all.^*  The  second  to  show 
him  how  to  write  well. 

The  following  rules  must  be  permanently  fixed  in  the 
learner- s  mind. 

1.  The  words  which  are  employed  in  a  sentence 
should  be  such  as  exactly  convey  the  meaning  which  the 
writer  intends,  and  not  more,  nor  less. 

2.  All  vulgar  and  low  expressions  should  be  avoided; 
and  such  words  chosen,  as  the  most  correct  usage  has 
appropriated  to  the  ideas  which  are  to  be  expressed. 

Sentences  should  have  the  following  properties:  Clear- 
ness, Unity,  Strength  and  Harmony. 

CLEARNESS. 

A  sentence  is  clear,  when  the  meaning  is  easily  under- 
stood, and  the  expressions  are  such  as  to  leave  no  doubt 
of  what  the  writer  intends. 

The  following  rules  relate  to  clearness. 

1.  The  words  should  be  such,  as  are  easily  under- 
stood, in  the  sense  which  the  writer  intends. 

2.  The  words  and  members  of  the  sentence,  which 
are  most  nearly  related,  should  be  placed  as  near  to  each 
other  as  possible;  tbat  their  mutual  relation  may  clearly 
appear.  This  rule  requires  particular  attention  to  th*^  situ- 
ation of  adverbs,  pronouns,  and  other  connecting  words. 

UNITY. 

The  unity  of  a  sentence  implies  that  it  contains  one 
principal  idea,  and  has  one  subject,  or  nominative,  which 
is  the  governing  word  from  the  beginning  to  the  end. 

RULES     OF     UNITY. 

1.  During  the  course  of  the  sentence,  the  subject,  or 
nominative,  should  be  changed  as  little  as  possible. 


ENGLISH  COMPOSITION.  W 

S.  Ideas  which  have  but  little  connexion  should  be 
expressed  in  separate  sentences,  and  not  crowded  into 
one. 

3.  A  parenthesis  should  not  occur  in  the  middle  of  a 
sentence. 

4.  The  sentence  should  be  brought  to  a  full  and  per- 
fect close. 

STRENGTH. 

The  strength  of  a  sentence  requires  such  an  arrange- 
ment of  the  words  and  members,  as  will  exhibit  the  sense 
to  the  best  advantage;  give  every  word  its  due  weight 
and  force,  and  thereby  convey  a  clear,  strong  and  full 
idea  of  the  writer's  meaning. 

Rules  of  Strength. 

1.  Take  from  it  all  words  which  are  not  necessary 
for  the  full  expression  of  the  sense. 

2.  Pay  particular  attention  to  the  use  of  copulatives, 
relatives,  and  particles,  employed  for  transition,  and  con- 
nexion. 

5.  Place  the  principal  word  or  words  in  a  situation, 
where  they  will  make  the  most  striking  impression. 

4.  Make  the  members  of  the  sentence  go  on  rising 
in  their  importance,  one  above  another,  in  the  form  of  a 
climax.     {See  Lesson  SSd.) 

5.  Avoid  ending  the  sentence  with  an  adverb,  prepo- 
sition, or  any  insignificant  word. 

6.  In  the  members  of  a  sentence  where  two  things 
are  compared  or  contrasted,  where  either  resemblance 
or  opposition  is  to  be  expressed,  some  resemblance  in 
the  language  or  construction  ought  to  be  observed.  (See 
Lessons  30th  and  31  st.) 

HARMONY. 

The  harmony  of  a  sentence  means  its  agreeableness 
to  the  ear,  and  requires  such  an  attention  to  the  sound 
of  the  words  and  members,  as  to  avoid  all  harsh  and  dis- 
agreeable combinations,  when  others  equally  expressive 
can  be  selected.  This  property,  however,  should  never 
be  sought  at  the  expense  of  either  of  the  preceding. 

Rules  of  Harmony. 
1.     Whatever  is  easy  to  the  organs  of  speech,  is  gen- 
erally agreeable  to   the  ear;  therefore,  such  words   should 
be  preferred,  and  such  an   arrangement  of  the  members 

F  2 


66  PROGRESSIVE   EXERCISES  IN 

of  the   sentence  adopted,  as  can  be  pronounced    without 
difficulty. 

i2.  Long  words  and  those  which  are  composed  of  a 
due  intermixture  of  long  and  short  syllables,  are  more 
harmonious  than  short  ones;  or  than  those  which  are 
wholly  composed  of  long  or  short  syllables. 

3.  The  harmony  or  melody  of  the  different  periods 
should  be  varied;  and  a  proper  succession  of  long  and 
short  sentences  kept  up. 

4.  The  longest  members  of  a  period,  and  the  fullest 
and  most  sonorous  words,  should  generally  be  reserved 
for  the  conclusion  of  the  sentence. 

5.  The  sound  should,  in  all  cases  where  it  can  be 
done,  be  adapted  to  the  sense. 

6.  The  hissinju  sound  of  the  letter  s  should  be  avoided. 


LESSON    XXXVL 

SIMPLE    THEMES."^ 

The  most  important  rules  that  can  be  given  for  con- 
ducting all  kinds  of  themes  are  the  same;  so  far  at  least, 
as  the  object  of  all  is  the  attainment  of  clear  notions, 
lucid  arrangement,  and  perspicuous  expression. 

The  first  difficulty  which  perplexes  the  beginner,  is 
V)hat  to  say  about  his  subject.  He  would  naturally  en- 
deavour to  find  some  book,  which  treats  of  it;  and,  if 
he  is  so  fortunate  as  to  find  one,  would  take  from  it  what 
would  serve  his  purpose.  But  he  is  here  instructed  that 
there  is  a  nearer,  and  more  fertile  source  which  will  furnish 
him  with  materials ;  provided  he  seeks  for  them  in  a  prop- 
er way.  That  nearer  source  is  his  own  mind,  working 
on  the  materials  which  it  already  possesses.  The  man- 
ner in  which  these  ideas  or  materials  may  be  obtained, 
will  now  be  explained  in  the  following 

DIRECTIONS, 

1.  Before  taking  up  the  pen  to  write,  it  will  be  well  to 
think  for   some  time   on   the  subject;    beginning   by   fix- 

*The  author  anticipates  the  objection  of  stiffness,  which  will 
probably  bo  raised  by  some,  to  the  plan  })ursuecl  in  this  and  in  several 
other  lessons.  He  desires,  however,  that  it  will  be  remembered,  the 
book  is  desififned  for  bcfrhiners ;  and  that  its  object  "  is  not  so  much 
to  form  the  sfi/le,  as  to  furnisli  matter  for  writing."  *'  Ease  is  the 
completion  of  every  operation  of  art,  and  therefore  ought  not  to  bo 
expected  in  the  beginning." 


ENGLISH  COMPOSITION.  67 

ing  in  the  mind  its  exact  meaning ;  removing  every  thing 
that  is  doubtful  or  equivocal  in  its  signification;  and  when 
difficulties  of  that  kind  occur,  determining  the  true  import 
of  the  word  by  its  etymology  or  derivation;  (see  Lesson 
ISth,  page  21th,)  or,  by  the  manner  in  which  it  is  gener- 
ally used  by  good  writers. 

2.  Having  determined  the  true  meaning  of  that,  which 
is  the  subject  of  the  exercise,  the  next  step  to  be  taken  is, 
to  ascertain  its  necessary  and  accidental  qualities.  This 
may  generally  be  done  by  an  analysis.  (See  Lesson  lUh, 
page  2Sd.)  Having  ascertained  these  qualities,  they 
should  be  considered  according  to  their  order,  or  impor- 
tance, with  a  reference  both  to  the  general  and  the  partic- 
ular effects  of  each. 

3.  The  qualities  of  the  subj<K5t  having  been  ascertained, 
together  with  their  effects  upon  general  or  particular  ob- 
jects, a  comparison  is  easily  drawn  between  it  and  some 
other  object;  (see  Lesson  SOth,  page  56th,)  and  such  com- 
parison will  readily  furnish  hints  for  an  antithesis.  {See 
Lesson  SI st,  page  5Sth.)  The  antithesis  will  serve  to 
present  the  subject  in  stronger  light;  and  remove  the 
ambiguity,  which  may  exist  with  regard  to  any  parts  of  the 
explanation. 

4.  A  consideration  of  what  has  been  gained  to  the 
world  by  the  influence  or  operation  of  the  subject;  or, 
what  the  world  would  have  lost  or  wanted,  had  the  subject 
no  existence,  will  suggest  further  ideas  which  may  with 
advantage  be  introduced  into  the  exercise. 

5.  These  reflections  will  enable  the  writer  to  deter- 
mine with  accuracy,  whether  the  subject  be  good  and 
commendable;  or  bad  and  deprecable;  and  from'^what  its 
excellence,  or  inferiority  respectively  proceeds. 

6.  If  the  writer  have  any  acquaintance  with  history  and  , 
geography,  he  may  consider,  likewise,  its  connexion  with 
the  manners  and  customs  of  different  nations,  both  of  an- 
cient and  modern  times;  its  prevalence  at  any  period,  or  in 
any  particular  portion  of  the  world;  and  the  station  in  so- 
ciety where  it  especially  prevails. 

7.  These  considerations  and  reflections  form  what  may 
be  called  the  study  of  the  subject;    and  should  generally 

BE  MADE  BEFORE  THE  WRITER  TAKES  UP  HIS  PEN  TO  RECORD 

A  SINGLE  IDEA.  Each  and  all  of  them  by  a  fundamental 
principle  of  the  mind,  called  association,  will  suggest  other 
ideas,  which  will  not  come   alone;   and  the  difficulty   of 


B9  PROGRESSIVE    EXERCISES    IN 

ascertaining  what  to  say  will  probably  be  succeeded  by 
the  difficulty  of  d<!termining  ivhat  to  omit.  Here  too  he 
may  be  assisted  by  a  recurrence  to  the  rules  of  Unity; 
as  they  relate,  not  merely  to  a  sentence,  but  to  the  whola 
exercise.* 

ON    A    SUBJECT,    AND    THE    METHOD    OP    TREATING    IT. 

Having  studied  the  subject  in  the  manner  pointed  out 
in  the  preceding  remarks,  the  pupil  may  write  in  the 
following  order,  such  ideas  as  he  may  have  acquired. 

1.  If  the  subject  require  explanation,  define  or  ex- 
plain it  more  at  large,  either  by  a  formal  definition; 
{see  Lesson  11  th,  page  S2d,)  by  a  paraphrase;  (see  Lesson 
S5lh^  page  64ih,)  or  by  a  description;  (see  Lesson  2Sd, 
page  4Sd.)  To  avoid  tautology  (see  Lesson  Idth,  page 
35th,)  in  the  definition,  make  use  of  a  periphrasis.  (See 
Lesson  dth,  page  2\st.) 

2.  Show  what  is  the  cause  or  origin  of  the  subject; 
that  is,  what  is  the  occasion  of  it,  from  what  it  proceeds, 
from  what  it  is  derived,  (see  Lesson  I3th,  page  21th,)  and 
how  it  differs  from  what  it  is  thought  to  resemble.  (See 
Lesson  \lth,  page  32(i.) 

3.  Show  whether  the  subject  be  ancient  or  modern; 
that  is,  what  it  was  in  ancient  times,  and  what  it  is  at 
present. 

4.  Show  whether  the  subject  relates  to  the  whole 
world,  or  only  to  a  particular  part  of  it. 

(JSTumbers  4  and  5  recall  to  mind  number  1  of  description, 
page  4Sd,  Lesson  2Sd.) 

5.  Examine  whether  the  subject  be  good  or  bad; 
show  wherein  its  excellence  or  inferiority  consists;  and 
what  are  the  advantages  or  disadvantages  which  arise 
from  it. 

6.  Present  the  subject  in  an  antithesis,  (see  Lesson  Slst, 
page  5Qth,)  witli  its  opposite,  or  with  something  different 
from  it;  and  show,  from  the  antithesis,  why  the  subject 
is  to  be  sought,  or  avoided,  and  its  opposite  is  to  be  de- 
sired or  deprecated. 

*  In  those  remarks,  the  author  has  borrowed  some  of  the  ideas  and 
part  of  the  lannruage  in  numl)ers  one  and  two,  from  Jardine.  The 
plan  itself  is  partly  taken  from  Walker,  but  is  considerably  enlarged, 
and,  it  is  thouirht,  improved  by  reference  to  the  previous  lessons  oi 
principles  contained  in  this  book. 


ENGLISH  COMPOSITION.  69 

7.  The  exercise  may  be  concluded  with  any  general 
observations  suggested  by  the  subject,  and  intimately 
connected  with  it;  or  it  may  be  brought  to  a  close  with 
a  comparison.     {See  Lesson  SOt/i,  page  56th.) 

These  particulars  may  be  thus  briefly  recapitulated: 

1.  The  definition. 

2.  The  cause. 

3.  The  antiquity,  or  novelty. 

4.  The  universality,  or  locality. 

5.  The  eflects,  namely,  the  advantages  or  disadvan- 
tages. 

6.  The  antithesis. 

7.  The  conclusion  and  comparison. 

The  same  remark  may  be  made  with  regard  to  these 
suggestions,  as  has  already  been  made  in  reference  to 
the  enumeration  of  the  particulars  under  description,  in 
Lesson  23d,  page  43d,  namely,  that  it  is  not  neces- 
sary to  embrace  all  of  them  in  the  same  exercise ;  nor  in 
all  cases  to  adhere  to  the  same  order  in  the  arrangement. 
The  pupil  should  be  allowed  to  exercise  his  judgment  as 
well  as  his  invention,  in  this,  as  also  in  all  other  cases. 

MODEL. 
On  Education. 

Definition.  The  culture   of  the   human  mind  (see   Lesson  9tk, 

page  2lst)  has  ever  been  considered  as  one  of  the 
most  important  concerns  of  society.  Hence  educa- 
tion, which  has  for  its  object,  the  improvement  of  the 
intellectual  powers,  {see  Lessons  Sth  and  14th,  pages 
J9th  and  28th,)  is  a  subject  which  demands  the  seri- 
ous attention  and  the  most  liberal  support  of  every 
individual  in  the  community. 
Cause.  A    parent,  who  is  sensible  that    his  child  is  a  ra- 

tional being,  endowed  with  faculties  susceptible  of  & 
high  degree  of  cultivation,  and  is  likewise  conscioas 
that  the  happiness  of  the  child  would  in  a  great  de- 
gree be  promoted  by  the  improvement  of  those  pow* 
ers,  would  naturally  bestow  much  attention  to  the 
subject. 

Antiquity.  Accordingly  we  find,  that  from  the  earliest  ages  of 

the  world,  wherever  the  means  of  education  have 
been  enjoyed,  few  have  neglected  to  avail  themselves 
of  its  advantages.  The  Greeks  and  the  Romans 
among  whom  were  produced  such  prodigies  of  ex- 
cellence in  every  kind  of  writing,  and  in  every  de- 
partment of  civil  and  military  life,  were  remarkably 
attentive  to  the  education  of  their  children;  insomuch 
that  they  began  their  education  almost  witti  meir, 
birth.     In    Sparta  children   were   taken  from  ttieif 


70 


PROGRESSIVE  EXERCISES  IN 


parents  at  a  very  early  period  of  their  a^e  and  eda- 
caled  ai,  the  pubhc  expense  ;  and  a  celebrated  Roman 
writer  advised  those  parents  who  destined  their  child- 
ren for  public  speakers,  to  choose  nurses  for  them, 
who  have  a  good  pronunciation. 
Kovdty.  At  the  present  day  we  find  no  less  attention  paid  to 

this  momentous  subject;  although  the  modes  of  edu- 
cation adopted  by  the  moderns,  differ  in  many  re- 
spects from  those  which  were  practised  in  ancient 
times.  The  strictness  of  discipline  which  prevailed 
among  the  Spartans,  the  Romans  and  the  Greeks, 
has  given  place  to  a  milder  regimen ;  but  whether 
this  very  strictness,  coupled  as  it  was  with  method- 
ical instruction,  had  not  a  beneficial  tendency,  is  a 
question  which  is  not  yet  fully  decided. 

Universality.  But  however  the  ancients  and  the  moderns  may 
differ  in  their  modes  of  discipline  and  instruction, 
the  subject  of  education  itself  has  received  from  all 
nations,  and  in  all  ages,  that  attention  which  its 
importance  demands.  Even  tlie  savage  takes  care 
to  instruct  his  child  in  hunting,  fishing,  and  those 
branches  of  knowledge  which  are  necessary  for 
him. 

Locality,  But  in  no  country  has   greater  attention  been  paid 

to  the  subject  than  in  this.  Here  its  importance  is 
properly  estimated :  and  on  no  subject  has  more  ex- 
pense beet:  lavished,  and  more  talent  employed, 
than  ill  tliR  advancement  and  improvement  of  the 
cause  of  education.  Our  forefathers  have  incorpo- 
rated it  in  their  civil  institutions,  and  pledged  their 
substance  for  its  support.  Hand  in  hand  with  re- 
ligion, it  has  received  the  smiles  of  the  aged,  the 
favor  of  the  good,  and  the  support  and  encourage- 
ment of  the  law.     {See  Lesson  2ith,  page  46th.) 

Advantages.  From  the  promotion  of  this  important  subject,  the 
greatest  benefits  have  been  derived.  The  knowledge 
acquired  by  one  portion  of  the  world  has  been 
transmitted  to  another,  without  distinction  of  distance 
or  diversity  of  age.  The  circle  of  human  enjoyments 
has  been  enlarired,  and  a  wide  field  has  been  opened 
where  tne  nignest  happiness  of  which  our  nature  is 
susceptible,  may  be  enjoyed,  independently  of  the 
common  sorrows  and  misfortunes  of  life.  The  en- 
larged and  enlightened  views  it  gives  of  the  world  at 
large,  justly  entitle  it  to  much  attention;  and  go  very 
far  to  sup[)ly  tliose  imperfections  which  every  one  in 
a  state  of  nature,  nmst  necessarily  feel. 

J9ntithesis.  But  nothing  will  show  the  advantages  of  education 

in  a  stronger  light,  than  a  contrast  witii  the  disadvan- 
tages which  arise  from  the  want  of  it.  A  person  who 
has  been  well  educated,  has  the  mind  and  body  so 
cultivated  and  improved,  that  any  natural  defects  are 
removed,  and  the  beauties  of  both  placed  in  so  fine 
a  light,  that  the^  strike  us  with  double  force  ;  while 
one  who  has  enjoyed   no  such  advantage  has  all   hit 


ENGLISH  COMPOSITION. 


71 


0,  natural    imperfections  remaining;    and   to  these  are 

added  artificial  ones,  arising  from  bad  habits.  The 
former  engages  the  attention  of  those  with  whom  he 
converses,  by  the  good  sense  he  shows  on  every  sub- 
ject, and  the  agreeable  manner  in  which  he  shows  it. 
The  other  disgusts  every  company  which  he  enters, 
either  by  his  total  silence  and  stupidity,  or  by  the  ig- 
norance and  impertinence  of  his  observations.  The 
one  raises  himself  to  the  notice  of  his  superiors,  and 
advances  himself  to  a  higher  rank  in  life.  The  other 
is  obliged  to  act  an  inferior  part  among  his  equals  in 
fortune,  and  is  sometimes  forced  to  seek  shelter  for  his 
ignorance  among  the  lowest  orders  of  mankind. 

Conclusion:  From  these  considerations,  we  must  rank  the  cause 
of  education  among  the  vital  interests  of  mankind. 

Comparison  To  extinguish  it,  would  produce  a  darkness  in  the 
moral  world,  like  that  which  the  annihilation  of  the 
sun  would  cause  in  the  material ;  while  every  eftbrt 
that  is  made  to  advance  and  promote  it,  is  like  remov- 
ing a  cloud  from  the  sky,  and  giving  free  passage  to 
the  light  "  which  freely  lighteth  all  things." 

EXAMPLES    FOR    PRACTICE. 

The  following  subjects  are  suggested  for  the  exercises  of 
the  pupil;  but  any  other  may  now  be  taken  in  connexion 
icith  the  remarks  which  have  been  premised. 


1. 

2. 
3. 
4. 
5. 
6. 
7. 

On  Governn 
On  War. 

Peace. 
Youth. 
Old  age. 
Friendship. 
On  Books. 

LI 

lent. 

8.  On  Travelling. 

9.  On  Poetry. 

10.  On  Painting. 

11.  On  Musick. 

12.  On  Commerce, 
^13.     On  Gaming. 

14.     Philosophy. 

:ssoN  XXXVII. 

COMPLEX    THEMES. 

A  simple  theme  describes  some  subject  generally  ex- 
pressed in  a  single  word,  term,  or  phrase;  and,  as  has 
been  seen  in  the  last  lesson,  embraces  a  view  of  its  prop- 
erties, qualities  and  effects.  A  complex  theme  is  a  prop- 
osition, or  assertion,  which  relates  to  a  simple  subject; 
an  exhortation  to  practice  some  particular  virtue,  or  ac- 
tion, or  to  avoid  some  particular  vice,  or  deed;  or,  it  is 
the  proving  of  some  truth. 

The   directions   relating  to  the  study   of  the  subject  in 


72  PROGRESSIVE  EXERCISES  IN 

simple  themes,  {see  pages  QGih,  Glthy  and  68</i,)  are  to  be 
regarded  in  relation  to  complex  subjects.  In  addition 
to  these  directions,  the  following  special  rules  must  be 
observed  : 

1.  No  assertions  must  be  made  in  the  exercise,  but 
such  as  are  generally  received  and  believed  to  be  true  ; 
unless  they  are  accompanied  with  proper  proof.  This 
proof  must  be  furnished  either  by  the  senses  ;  by  con- 
sciousness ;  by  experience  ;  by  undeniable  truths,  such  as 
axioms  and  intuitive  propositions  ;  by  analogy  ;  (see  Les- 
son 18//i,  page  34th,)  by  facts  already  proved  ;  or,  by  the 
undeviating  laws  of  nature. 

2.  The  meaning  of  the  subject,  the  attribute,  and  the 
object,  (see  grammar,  introduction  to  syntax)  must  be 
accurately  determined,  so  that  the  proposition  may  be 
stated  in  the  most  intelligible  manner. 

3.  The  arguments  which  are  introduced  must  be  so 
arranged,  that  those  which  precede  shall  throw  light  on 
those  which  are  to  follow,  and  form  a  connected  chain 
of  comparisons;  by  which,  ultimately,  the  agreement  or 
disagreement  expressed  in  the  propositions  shall  be  made 
manifest. 

4.  All  objections  which  may  be  raised  against  the 
proposition  must  be  candidly  and  explicitly  stated  and 
answered.* 

5.  The  proof  may  be  concluded  with  a  recapitulation, 
containing  a  brief  review  of  the  united  strength  of  all 
the  arguments  which  have  been  brought  to  confirm  it. 

Tlie  following  directions  may  guide  the  beginner  in  writ- 
ing  complex  themes. 

1.  Commence  the  exercise  by  defining  or  explaining 
the  subject  of  the  assertion. 

2.  If  it  have  any  opposite,  it  may  be  defined  and  ex- 
plained, and  the  one  compared  with  the  other  by  an  an- 
tithesis. 

.3.  Give  some  reasons  drawn  from  the  antithesis  why 
what  is  asserted  with  regard  to  the  subject,  is  not  true  in 
relation  to  its  opposite. 

4.  Additional  reasons,  drawn  from  the  nature  of  the 
subject,  such  as  its  permanency,  immutability,  effects  on 
society,  on  ourselves,  &.c.  may  then  be  adduced. 

*  It  frequently  has  a  good  effect  to  state,  and  answer  the  objections 
to  a  proposition  or  truth  first ;  and  then  to  adduce  the  arguments  in 
favour  of  it,  reserving  the  strongest  for  th**  i-^^* 


ENGLISH  COMPOSITION.  i'fy 

5.  Introduce  some  quotation  from  a  respectable  au- 
thor, to  show  that  others  think  as  we  do  on  the  subject. 

6.  Give  some  example  of  the  truth  of  the  proposition 
drawn  from  history. 

7.  Draw  the  conclusion  wherein  the  truth  of  the  pro- 
position is  asserted  as  a  necessary  inference  from  what 
has  been  advanced. 

8.  A  simile,  or  comparison,  may  frequently  be  used 
at  the  close,  by  which  an  argument  drawn  from  analogy 
may  be  given  with  good  effect. 

These  directions  may  be  varied  as  occasion  requires  in 
the  following  manner  : 

After  the  theme,  or  truth  is  laid  down,  the  proof  con- 
sisting   of  the   following    parts  may  proceed    as  follows:* 

1.  The  proposition,  or  narrative;  where  we  show 
the  meaning  of  the  theme  by  amplifying,  paraphrasing, 
(see  Lesson  S5th,  page  64//^,)  or  explaining  it  more  at 
large. 

2.  The  reason;  where  we  prove  the  truth  of  the 
theme  by  some  reason  or  argument. 

3.  The  confirmation  ;  where  we  show  the  unreason- 
ableness of  the  contrary  opinion ;  or  if  we  cannot  do  that, 
we  try  to  bring  some  other  reason  in  support  of  it. 

4.  The  simile,  or  comparison;  where  we  bring  in 
something  in  nature  or  art,  similar  to  what  is  affirmed  in 
the  theme  for  illustrating  the  truth  of  it. 

5.  The  example;  where  we  bring  instances  from  his- 
tory to  corroborate  the  truth  of  our  theme. 

6.  The  testimony  or  quotation;  where  we  bring  in 
proverbial  sentences,  or  passages  from  good  authors,  to 
show  that  others  think  as  we  do. 

7.  The  conclusion;  when  we  sum  up  the  whole,  and 
show  the  practical  use  of  the  theme,  by  concluding  with 
some  pertinent  observations. 

With  regard  to  these  particulars,  it  may  be  observed 
that  it  is  not  necessary  that  all  should  enter  into  the  plan 
of  every  exercise;  nor  is  it  expedient  that  they  should  in 
all  cases  be  taken  in  the  order  here  presented.  The  re- 
mark that  was  made  under  lessons  23d  and  36th,  is  here 
repeated;  namely  that  the  judgment  of  the  pupil,  being 
a  faculty    as    susceptible    of  improvement    as    any    other, 

*  This  method  is  taken  literally  from  Walker. 

G 


74 


PROGRESSIVE  EXERCISES  IN 


must  be  exercised.  As  the  examples  for  practice  in  this, 
and  the  previous  lessons,  will  require  a  vigorous  exertion 
of  the  intellectual  powers,  and  more  especially  of  the  fac- 
ulty of  invenlion,  it  may  be  advisable  to  give  the  pupil 
but  one  part  of  the  subject  at  a  time;  requiring  him  to 
write  a  simple  or  complex  theme  by  degrees,  and  making 
each  particular  in  the  preceding  enumerations  the  sub- 
ject of  a  distinct  exercise.  He  may  then  be  required  to 
write  the  whole  connectedly;  and  thus,  in  the  language 
of  Dr.  Johnson,  Divide ^ — arid  conquer, 

MODEL. 

COMPLEX    THEMES. 
Virtue  is  its  own  reward. 

Proposition.  Virtue  may  be  defined  to  be,  doin^  our  duty  to 
God  and  our  neighbour,  in  opposition  to  all  temp- 
tations to  the  contrary.  This  conduct  is  so  conso- 
nant to  the  light  of  reason,  so  agreeable  to  our  mor- 
al sentiments,  and  produces  so  much  satisfaction 
and  content  of  mind,  that  it  may  be  said  to  carry  its 
own  reward  along  with  it,  even  if  unattendedf  by 
that  recompense  which  it  generally  meets  in  this 
world. 

Reason.  The  reason  of  this  seems  to  lie  in  the  very  nature 

of  things.  The  all  wise  and  benevolent  Author  of 
nature  has  so  framed  the  soul  of  man,  that  he  cannot 
but  approve  of  virtue  :  and  has  annexed  to  the  prac- 
tice of  it  an  inward  satisfaction  and  happiness,  that 
mankind  may  be  encouraged  to  become  virtuous. 

Confirmation.  If  it  were  not  so, — if  virtue  were  accompanied  with 
no  self  satisfaction,  no  heart-felt  joy,  we  should  not 
only  be  discouraged  from  the  practice  of  it,  but  should 
be  tempted  to  think  there  was  something  very  wrong 
in  the  laws  of  nature,  and  that  rewards  and  punish- 
ments were  not  properly  administered  by  Provi- 
dence. 

Simile.  But  as  in  the  works  of  nature  and  art,  whatever  is 

really  beautiful,  is  generally  useful :  so  in  the  mor- 
al world,  whatever  is  virtuous  or  praiseworthy,  is 
at  the  same  time  so  beneficial  to  society,  that  it  gen- 
erally meets  with  a  suitable  recompense. 

Example.  How    has  the  approbation  of  all  subsequent  ages 

rewarded  the  virtue  of  Scipio.  That  young  warrior 
had  taken  a  beautiful  captive,  with  who.se  charms  he 
was  greatly  enamoured ;  but,  finding  that  she  was 
betrothed  to  a  young  nobleman  of  her  own  country, 
he,  without  hesitation,  generously  delivered  her  up 
to  him.  This  one  virtuous  action  of  the  noble  Roman 
youth  has  rendered  him  more  illustrious  than  all  his 
conquests^ 

Testimony.  The  loveliness  of  virtue  has  been  the  constant  top- 

ick  of  all  moralists  both  ancient  and  modern.     Plato 


ENGLISH  COMPOSITION. 


is 


beautifully  remarks,  that  if  virtue  were  to  assume 
a  human  form,  the  whole  world  would  be  in  love 
with  it. 
Conclusion.  If,  therefore,  virtue  is  of  itself  so  lovely ;  if  it  is 

accompanied  with  the  greatest  earthly  happiness, — 
a  consciousness  of  acting  rightly, — it  may  be  said  to 
be  its  own  reward  ;  for,  though  it  is  not  denied  that 
virtue  is  frequently  attended  with  crosses  and  mis- 
fortunes in  this  life,  and  that  there  is  something  of 
self  denial  in  the  very  idea  of  it ;  yet  as  the  poet  ex- 
presses it. 

The  broadest  mirth  unfeeling  folly  wears, 

Is 

Less  pleasing  far  than  virtue's  very  tears. 


EXAMPLES    FOR    PRACTICE. 

The  following  subjects  are  suggested  for  the  practice  Oj 
the  pupil  in  complex  themes. 

1.  Delays  are  dangerous. 

2.  Order  is  of  universal  importance. 

3.  No  art  can  be  acquired  without  rules. 

4.  Evil  communications  corrupt  good  manners. 

5.  None  are  completely  happy. 

6.  Perseverance  accomplishes  all  things. 

7.  Patience  removes  mountains. 

8.  Nip  sin  in  the  bud. 

9.  Trust  not  to  appearances. 

10.  Make  no  more  haste  than  good  speed. 

11.  Use  pleasures  moderately,  and  they  will  last  the 
longer. 

12.  Avoid  extremes. 

13.  Too  much  familiarity  commonjy  breeds  contempt. 

14.  'T  is  ill  playing  with  edged  tools. 

15.  Well  begun  is  half  done. 

16.  Necessity  is  the  mother  of  invention. 

17.  Real  knowledge  can  be  acquired  only  by  slow  de- 
grees. 

18.  Pride  is  the  bane  of  happiness, 

19.  Custom  is  second  nature, 

20.  Honesty  is  the  best  policy, 

21.  A  man  is  known  by  his  company. 

22.  Pride  must  have  a  fall. 

23.  Learning  is  better  than  houses  and  lands. 

24.  Time  is  money, 


.76  PROGRESSIVE  EXERCISES  IN 

LESSON  XXXVIII. 

EASY    ESSAYS. 

After  the  pupil  has  had  some  practice  in  writing  on 
regular  subjects,  according  to  the  directions  in  the  pre- 
ceding lessons,  (35th,  36th,  and  37th,)  forsaking  the  ar^i- 
ficial  arrangement  of  his  composition,  and  being  guided 
in  his  train  of  thought  only  by  a  few  hints,  thrown  into 
the  form  of  heads,  he  may  be  required  to  write  from  an 
"outline  or  skeleton,  composed  of  these  heads;  as  exem- 
plified in  the  following 

MODEL. 
On  the  importance  of  a  well  spent  youth. 

OUTLINE. 

1.  All  desire  to  arrive  at  old  a^e  ;  but  few  think  of  acquiring  those 
virtues,  which  alone  can  make  it  happy. 

2.  The  life  of  man  a  building  ;  youth  the  foundation. 

3.  All  the  later  stages  of  life  depend  upon  the  good  use  made  of 
the  former. 

4.  Age,  therefore,  requires  a  well  spent  youth  to  render  it  happy. 
The  pupil   loill  observe,  that  in  introducing  these  heads  or  s?ig-^es- 

tions,  the  expressions  are  altered  (see  Lesson  6th,  page  VMh,)  and  the 
ideas  are  amplified  or  paraphrased.  {See  Lesson  35f/t,  page  ()4<A.) 
In  performing  his  own  exercises,  therefore,  he  will  vary,  amplify  and 
paraphrase  the  heads  accordingly. 

THE  THEME  FOUNDED  ON  THE  ABOVE. 

[The  numbers  in  the  following,  refer  to  the  preceding  heads.] 

(1.)  A  desire  to  live  long  is  the  fervent  wish  of  all  the  human 
species.  Tlie  eastern  monarchs,  who  wanted  to  make  all  human 
happiness  centre  in  themselves,  were  saluted  with  the  flattering  ex- 
clamation, Oh  king  live  forever !  Thus  all  propose  to  themselves  a 
long  life,  and  hope  their  age  will  be  attended  with  tranquillity  and 
comfort ;  but  few  consider  that  a  happy  old  age  depends  entirely  up- 
on the  use  we  have  made  of  our  time,  and  the  habits  we  have  form- 
ed, when  young.  If  we  have  been  profligate,  dissipated  and  insig- 
nificant in  our  earlier  years,  it  is  almost  impossible  we  should  have 
any  importance  with  others,  or  satisfaction  to  ourselves  in  age. 

(2.)  The  life  of  man  is  a  building.  Youth  is  to  lay  the  founda- 
tion of  knowledge,  habits  and  dispositions ;  upon  which,  middle  life 
and  age  must  finish  the  structure  ;  and  in  moral  as  in  material  archi- 
tecture, no  good  edifice  can  be  raised  upon  a  faulty  foundation. 

(3.)  This  will  admit  of  furtlier  illustration  in  every  scene  of  life 
through  which  we  piLss.  The  children  who  have  not  obtained  such 
a  knowledge  of  the  first  rudiments  of  learning  in  their  infancy  as 
they  ought  to  have  done,  are  held  in  contempt  by  boys  or  girls  who 
have  played  less  and  learned  more.  The  youth  who  mispends  his  time, 
and  neglects  his  improvement  at  school,  is  despised  at  the  higher 
seminaries  of  learning,  by  those  who  have  been  more  industrious  at 
school.     The  man  of  business  and  the  man  of  leisure  who  have  lost 


ENGLISH  COMPOSITION.  77 

the  golden  opportunity  of  advancing  themselves  in  knowledge  while 
young,  often  find  themselves  degraded  for  the  want  of  those  acquire- 
ments which  are  the  greatest  ornaments  of  human  life ;  and  when  age 
has  lost  every  occasion  of  advancing  in  knowledge  and  virtue,  what 
happiness  can  be  expected  in  it  ? 

(4.)  The  infirmities  of  age  want  the  reflections  of  a  well  spent  youth 
to  comfort  and  solace  them.  These  reflections,  and  nothing  but  these, 
are,  by  the  order  of  a  wise  Providence,  capable  of  supporting  us  in  the 
last  stage  of  our  pilgrimage. 

Thus,  a  mispent  youth  is  sure  to  make  either  a  miserable  or  a  con- 
temptible old  age.  This  has  been  happily  expressed  by  the  poet, 
where,  speaking  of  those  who  ia  youth  give  themselves  up  to  the 
vanities  of  life,  he  says, 

See  how  the  world  its  veterans  rewards — 
A  youth  of  folly ;  an  old  age  of  cards. 


EXAMPLES    FQH   PRACTICE. 

Tht  pupil  may  now  write  a  regular  theme  from  the  following  out- 
lines. He  will  recollect  that  each  head  is  to  be  paraphrased^  ampli- 
fitd^  and  variously  expressed,    (See  pages  19/A  and  Qith,) 


On  the  necessity  of  submission  to  Teachers, 

1.  Submission  to  teachers  and  superiors  necessary  in  all  states 
of  life  exemplified  in  the  cases  of  the  young  soldier,  and  the  pa- 
tient, suflfering  under  disease. 

2.  The  ancient  Lacedemonians  thought  submission  to  superior 
authority  so  necessary,  that  they  required  their  magistrates  to  sub- 
mit to  singular  customs,  in  token  of  their  obedience  to  the  laws. 

3.  It  is  a  law  of  nature,  that  if  we  would  gain  any  thing,  we 
must  give  up  something, 

4.  It  is  a  law  of  necessity,  that  part  of  our  liberty  must  be 
given  up  for  the  preservation  of  the  remainder. 

5.  If  we  wish  to  gain  health  or  knowledge,  it  must  be  by  giving 
up  our  own  opinion,  and  submitting  to  physicians  and  teachers. 

6.  The  bee,  an  excellent  example  of  the  utility  of  obedience 
to  superiors. 

The  pupil  shoxdd  be  informed  that  bees  are  governed  by  one  who  is 
generally  called  the  queen  bee ;  and  that  all  who  do  not  work  are  ex- 
pelled from  the  hive. 

% 

On  Diversions, 

1.  It  is  a  grest  mistake  to  suppose  that  diversion  should  fonn 
the  business  of  lif.^,  the  contrary  to  this  being  ti*ue. 

2.  The  original  sense  of  the  words  relaxation,  amusement  and 
recreation,  (see  Lesson  13th,  page  27th,)  may  convince  us  of  this, 

3.  When  diversion  becomes  the  business  of  life,  it  is  no  longer 
diversion. 

a  Q 


78  FROGRESSIVE  EXERCISES  IN 

4*    The  poor  and  the  rich  must  be  employed,  or  be  unhappj. 

5.  Labour  of  mind  and  body  is  equally  necessary  for  the 
health  of  botli. 

6.  The  mind  must  be  in  a  sound  and  healthy  state,  in  order  to 
enjoy  any  kind  of  diversion. 

3. 

071  Time, 

1.  Our  happiness  in  this  world  and  the  next,  depends  on  a 
proper  use  of  time. 

2.  Youtli  aj)t  to  be  deceived  in  counting  upon  much  future 
time. 

3.  The  longest  life  cannot  afford  to  run  in  debt  w^ith  time,  or 
burden  lo-inorrow  w^iih  the  business  of  to-day. 

4.  Much  can  be  accomplished  by  an  orderly  distribution  of 
time. 

4. 
On  Modesty. 

1.  Modesty,  a  refined  compliment  to  those  we  address. 

2.  All  are  friends  to  the  modest,  and  enemies  to  the  presump- 
tuous man. 

3.  Modesty,  a  proof  of  good  sense. 

4.  Modesty,  the  peculiar  ornament  of  the  female  sex. 

5. 

On  Flattery. 

1.  Flattery  proceeds  from  some  bad  design ;  and  is  gratifying 
only  to  the  pride  of  the  person  flattered. 

2.  Flattery  panicularly  dangerous  to  youth,  as  it  prevents 
their  improvement. 

3.  A  flatterer  is  always  to  be  suspected  of  some  insidious  in- 
tention. 

6. 

On  Dress. 

1.  Dress,  a  picture  of  what  ])asses  in  our  minds. 

2.  Dress,  sometimes  a  test  of  good  sense. 

3.  Dress,  a  criterion  of  our  taste  in  painting  and  statuary. 

4.  Dress,  (so  far  as  it  respects  neatness  and  cleanliness,)  of 
great  unportance  to  the  first  impression  we  make  upon  otliers. 

7. 
On  History. 

1.  The  most  usefid  of  human  knowledge  deriired  from  history. 

2.  History  exhibits  the  different  states   of  society,  and  the 
causes  of  thorn. 

3.  History  furnishes  important  lessons  in  morality. 

4.  The  history  of  a  state  and  the  history  of  an  individual 
perfectly  parallel. 


ENGLISH   COMPOSITION,  t9 

a 

On  Taste, 

1.  Taste  and  fashion  distinct  and  different  things. 

2.  The  principles  of  fashion  are  nothing  but  whim  and  fancy; 
but  those  of  taste,  are  beauty  and  proportion. 

3.  Taste  is  born  with  us,  as  memory  and  other  faculties  of  the 
mind  are. 

4.  The  different  degrees  of  taste  we  find  in  different  persons, 
au*e  more  owing  to  cultivation  than  to  nature. 

9. 
On  Parental  Affection. 

1.  Parental  affection  implanted  by  Providence  for  the  preser^ 
ration  of  the  species. 

2.  To  God,  therefore,  the  universal  Parent,  we  are  indebted 
for  parental  affection. 

3.  Instances  of  the  force  of  parental  affection  are  innumerable. 

4.  Parental  affection  shows  the  duty  of  filial  affection. 

5.  Ingratitude  in  a  child  toward  a  parent  the  most  odious  of 
crimes. 

10. 

On  Good  Manners, 

1.  Grood  manners  the  art  of  making  people  easy. 

2.  Good  manners  arise  from  humility,  good  nature,  and  good 
sense  ;  and  ill  mannere  from  the  opposite  qualities. 

3.  The  former  qualities  tend  to  make  people  easy,  and  the 
latter,  to  make  them  uneasy. 

4.  Good  sense  and  integrity,  if  we  are  sure  we  possess  them, 
will  not  make  good  manners  unnecessaiy  ;  the  former  being  but 
seldom  called  out  to  action,  but  the  latter  continually. 

11. 

On  the  importance  of  a  good  Character. 

1.  Every  man  is  deeply  interested  hi  the  character  of  those 
with  whom  he  associates. 

2.  When  we  wish  to  employ  a  physician,  a  lawyer,  a  trades- 
man or  a  servant,  the  first  thing  we  regard  is  his  character. 

3.  Young  people  ought  to  be  doubly  careful  of  their  charac- 
ter, as  a  false  step  in  youth  may  sully  their  whole  future  life. 

12. 

On  the  folly  of  indulging  the  passion  of  Anger, 

1.  The  absurd  excuse  for  angry  people,  a  proof  of  the  folly 
and  crime  of  anger. 

2.  Anger  when  indulged  often  causes  people  to  do  the  most 
ridiculous  things. 

3.  Passionate  people  can  restrain  their  anger  before  their 
superiors ;  therefore  they  can  always  do  it. 


80  PROGRESSIVE  EXERCISES  IN 

4.  The  test  of  every  man's  good  temper  is  his  behaviour  to 
his  equals  and  inferiors. 

13. 

On  Resignation  under  Affliction. 

1.  Affliction  common  to  every  age,  state  and  degree  of  man- 
kind. 

2.  To  alleviate  this  affliction,  we  ought  to  reflect  how^  much 
more  miserable  we  might  be  than  we  really  are. 

3.  The  chief  source  of  consolation  ought  to  be,  that  all  our 
afflictions  are  known  to  God,  and  appointed  by  him. 

4.  Afflictions  are  either  punishments  or  trials.  If  the  former, 
we  ought  to  repent ;  if  the  latter,  to  bear  them  with  resignation. 

14. 

On  the  evils  of  Pride. 

1.  Tranquillity  and  cheerfulness,  where  there  is  no  guilt,  is 
in  the  power  of  every  one. 

2.  If  we  are  unhappy,  and  inquire  what  it  is  that  makes  us  so, 
we  shall  generally  find  it  is  pride. 

3.  Men,  for  their  owti  sakes,  ought  to  avoid  this  vice,  which 
naturally  produces  so  many  miseries. 

15. 

On  Politeness  and  Good  Breeding. 

1.  The  first  requisite  in  the  behaviour  of  a  gentleman  is,  to 
act  with  gentleness  ;  as  a  forward,  boisterous  behaviour,  is  dia- 
metrically opposite  to  that  character. 

2.  Politeness,  which  signifies  a  state  of  being  smooth  or  pol- 
ished, plainly  indicates  those  manners  which  we  attribute  to  a 
gentleman. 

3.  Good  breeding  intimates  the  necessity  of  early  instruction. 

4.  The  true  signification  of  the  word  politeness  as  shown  by 
its  etymology,  or  derivation,  (see  Lesson  VSth,  page  27ifiy)  evinces 
the  utility  of  a  knowledge  of  the  origin  of  words,  in  order  to 
comprehend  their  meaning. 

16. 

On  the  advantages  of  cidtivating  a  disposition  to  be  pleased, 

1.  As  viewing  things  on  the  bright  side,  begets  cheerfulness, 
and  on  the  dark  side,  n)elancl)oly ;  our  happiness  depends  much 
on  the  view  we  take  of  things. 

2.  Th(3  same  accidents  in  life  are  very  different  to  the  prudent 
and  the  imprudent. 

3.  A  disposition  to  be  ])leased  is  delighted  with  those  com- 
mon beauties  of  nature  which  are  overlooked  by  others. 

4.  As  a  discontented  mind  can  view  scarcely  any  object  with 
pleasure,  so  a  cheerful  mind  not  only  draws  ha[)pines3  from 


ENGLISH   COMPOSITION.  81 

agreeable  objects,  but  turns  even  those  that  are  disagreeable  to 
some  kind  of  advantage. 

17. 

A  comparison  between  History  and  Biography. 

1.  Both  history  and  biography  teach  philosophy  by  example ; 
but  the  examj)le  exhibited  by  biography  is  the  more  interesting. 

2.  The  single  character  of  biography  engages  more  of  our 
attention  than  it  would  do  if  mixed  with  others  equally  conspic- 
uous. 

3.  We  form,  as  it  were,  a  friendship  for  a  single  character  in 
biogi-aphy,  and' our  benevolent  affections  are  the  stronger  for 
being  fixed  upon  one. 

4.  Universal  benevolence  sounds  prettily  ;  but  it  is  particular 
benevolence  only,  that  proves  our  moral  character. 

18. 
On  JVovds, 

1.  Most  novels  are  either  the  flimsy  productions  of  those  who 
write  for  bread  ;  or  the  offspring  of  vanity  in  the  idle  and  illite- 
rate ;   or  poor  imitations  of  some  few  which  are  really  good. 

2.  Novels  give  us  false  views  of  life  ;  they  palliate  the  vices 
and  follies  of  mankind,  and  discredit  the  sober  virtues. 

3.  Novels  vitiate  the  taste,  as  strong  liquors  vitiate  the  stom- 
ach, and  hurt  the  constitution. 

19. 

On  Contemplation. 

1.  Rational  contemplation  both  profitable  and  delightful. 

2.  Contemplation  of  the  heav^enly  bodies  raises  our  minds  to 
adore  the  power  and  the  glory  of  the  Deity. 

3.  A  view  of  the  earth  with  its  various  animals,  excites  us  to 
admire  his  wisdom  and  benevolence. 

4.  A  sight  of  the  beautiful  and  salutary  vegetables  shows  hig 
goodness  and  condescension. 

5.  It  is  absurd  to  lose  the  beauties  of  nature  by  always  living 
in  populous  cities. 

20. 
On  Generosity, 

1.  Generosity  is  doing  something  more  than  we  are  obliged 
to  do. 

2.  We  must  do  justice,  to  escape  the  censure  of  the  laws ;  but 
to  be  generous,  we  must  do  something  more  than  the  laws  re- 
quire. 

3.  Christian  morality  is  true  generosity. 

4.  Generosity  produces  generosity. 


82  PROGRESSIVE  EXERCISES  IN 

21. 

On  the  correspondence  between  true  politeness  and  Religion, 

1.  It  is  commonly  supposed  that  politeness  and  religion  have 
no  relation  to  each  other. 

2.  If  we  attend  to  the  definition  of  each,  we  shall  find  them 
nearly  allied. 

3.  The  rules  of  politeness  express  that  benevolence  artificially 
vv^hich  the  rules  of  religion  require  of  us  in  reaUty. 

4.  Polite  persons,  devoid  of  sincerity,  are  hypocrites  in  be- 
nevolence. 

5.  As  hypocrites  in  religion  ought  not  to  lessen  our  regard 
for  its  ceremonies,  so  hypocrites  in  benevolence  ought  not  to 
lessen  our  esteem  for  politeness. 

22. 

On  the  art  of  pleasing, 

1.  A  desire  to  please  in  conversation  is  laudable. 

2.  If  we  desire  to  please  others  for  their  sakes  w^e  shall  gen- 
erally succeed; — if  for  our  own  sake,  we  shall  generally  fail. 

3.  Good  sense  must  show  us  how  we  are  to  adapt  our  con- 
versation to  our  company. 

4.  Justness  of  thinking,  and  propriety  of  expression,  the  basis 
of  the  art  of  pleasing  in  conversation. 

23. 

On  Sympathy  and  Benevolence, 

1.  Sympathy  and  benevolence  constitute  those  finer  feelings 
of  the  soul,  which  at  once  support  and  adorn  human  nature. 

2.  What  is  it  that  guards  our  helpless  infancy,  and  instructs 
our  childhood,  but  sympathy  ? 

3.  What  is  it  that  performs  all  the  kind  offices  of  friendship 
in  riper  years,  but  sympathy  ? 

4.  What  is  it  that  consoles  us  in  our  last  moments,  and  defends 
our  character  when  dead,  but  sympathy  ? 

5.  A  person  without  sympathy  and  living  only  for  himself,  is 
the  basest  and  most  odious  of  all  characters. 

24. 
On  the  advantages  of  a  good  education, 

1.  Education  consists  not  only  in  literary  knowledge,  but  also 
in  the  acquisition  of  such  habits  as  form  the  character. 

2.  The  station  of  men  in  society,  more  dependent  on  educa- 
tion than  on  birth  or  fortune. 

3.  Fortune  may  descend  to  us  from  others ;  but  education 
must  be  acquired  liy  oui-selves. 

4.  .  The  ancients  sui)posed  that  Alexander  was  more  indebted 
to  his  tutor  Aristotle,  than  to  his  father  Philip. 

5.  The  supc^riority  of  one  man  to  another,  more  owing  to 
education  than  to  nature. 


ENGLISH  COMPOSITION.  8S 

6.  Education  ought  to  inspire  us  with  gratitude  to  our  parents, 
and  humility  to  those  who  have  not  had  the  advantage  of  it. 

7.  How  many  of  those  wlio  are  now  our  inferiors,  might  have 
been  superior  to  us  had  they  enjoyed  our  advantages ! 

[Jin  apt  quotalion  may  here  be  introduced  from  Graifs  Elegy  in  a 
country  church  yard.] 

25. 
Of  the  effects  of  learning  on  the  countenance. 

1.  A  fine  mind  appearing  in  the  countenance,  superior  to  a 
fine  set  of  features. 

2.  However  degenerate  mankind  may  be,  the  best  books  are 
still  virtuous. 

3.  A  taste  for  polite  literature  calculated  to  give  a  sweetness 
to  the  expression  of  the  countenance.  , 

4.  The  mind  in  some  degree  always  visible  in  the  face ;  and 
therefore,  those  who  wish  to  have  a  fine  countenance  ought  to 
cultivate  those  virtues  which  are  the  real  ornaments  of  the  human 
character. 

26. 
On  the  Passions, 

1.  The  passions  are  implanted  in  us  for  the  most  useful 
purposes ;  namely,  activity  and  benevolence. 

2.  No  necessity  of  guarding  against  the  absence  of  the  pas- 
sions, but  against  their  predominance. 

3.  The  government  of  the  passions,  the  most  important  part 
of  education. 

4.  Religion  the  best  guard  and  guide  of  the  passions. 

27. 

On  the  difference  between  Fashion  and  Beauty, 

1.  Fashion  reconciles  us  to  the  greatest  oddities  and  ex- 
travagancies. 

2.  If  there  be  not  a  beauty  in  dress  independent  of  fashion,  it 
is  absurd  to  call  one  fashion  prettier  than  another. 

3.  The  power  of  custom  is  that  which  makes  us  always  think 
the  present  fashion  pretty  ;  and  this  power  of  custom  is  strength- 
ened by  association. 

4.  That  the  beauty  of  dress  is  independent  of  fashion,  appears 
from  the  practice  of  painters,  and  the  dresses  of  foreign  nations. 

28. 
On  Solitude. 

1.  Solitude  much  admired  by  those  who  have  never  experi- 
enced it ;  and  seldom  approved  by  those  who  have ;  since  many 
have  been  obliged  to  quit  it,  and  return  to  the  world. 

2.  The  reason  why  solitude  is  generally  intolerable  to  those 
who  have  been  in  busy  life,  is,  that  habits  are  not  easily  changed. 


84  PROGRESSIVE  EXERCISES  IN 

3*  The  mind  must  be  employed  actively  or  passively  or  be 
miserable. 

4.  The  generality  of  the  gay  world  are  used  only  to  passive 
employment;  of  which  solitude  deprives  them. 

5.  The  busy  vs^orld,  when  deprived  of  their  active  employ- 
ments, generally  find  a  vacancy,  which  they  are  unable  to  fill. 

6.  If  we  wish  to  enjoy  solitude,  we  must  find  employment  in 
it,  either  for  the  body,  or  the  mind,  or  both. 

29. 
On  Genius. 

1.  Genius  is  the  power  of  invention. 

2.  The  common  opinion,  that  people  are  bom  to  excel  in 
some  particular  art,  very  probable. 

3.  A  passion  or  fondness  for  an  art,  not  always  a  sign  of  a 
genius  for  it. 

4.  Imitation,  however  excellent,  does  not  arise  to  genius. 

5.  A  painter  of  genius  does  not  draw  an  imitation,  but  an 
original  likeness. 

6.  A  passion  for  an  art  an  indication  of  a  taste,  but  not  of  a 
genius  for  it. 

30. 
0)1  a  love  of  order, 

1.  A  love  of  order,  is  a  love  of  beauty,  propriety,  and  harmony 
in  the  celestial,  terrestrial,  and  moral  worlds. 

2.  A  love  of  order  appears  in  the  regulation  of  our  expenses, 
in  the  spending  of  our  time,  in  the  choice  of  our  company,  and 
in  our  very  amusements. 

3.  A  love  of  order  will  appear  in  the  most  trifling  concerns ; 
as  the  state  of  our  books,  our  papers,  our  clothes,  and  every  thing 
that  belongs  to  us. 

31. 
On  Affectation, 

1.  Affectation  is  apparent  hypocrisy. 

2.  It  has  its  origin  in  vanity. 

3.  Aflfectation  hurts  the  pride  of  others,  either  by  endeavour- 
ing to  impose  upon  them  or  excel  them,  and  therefore  makes  them 
its  enemy. 

4.  Nothing  more  exposes  affectation  than  contrasting  it  with 
its  opposite.  Affectation  wears  a  disguise,  is  a  double  character, 
and  creates  suspicion.  Simplicity  is  what  it  appears  to  be ;  has 
a  unity  of  character,  and  creates  confidence. 

5.  Affectation  is  a  folly  by  which  we  gain  nothing  but  con- 
tempt. 

6.  An  affected  character  aptly  compared  to  a  palace  budt  of 
ice.  The  sun  melts  the  ice, — the  light  shows  affectation  in  its 
true  character. 

7.  Affectation  tarnishes  the  most  shining  qualities. 


ENGLISH  COMPOSITION.  85 

32. 

On  the  evils  of  Obstinacy, 

1.  Obstinacy  assumes  the  semblance  of  a  virtue. 

2.  Obstinacy  under  the  disguise  of  steadiness,  the  vice  of 
every  stage  of  Ufe. 

3.  Truth  alone  can  make  obstinacy  laudable. 

33. 
On  delicacy  of  Passion. 

1.  People  of  great  delicacy  of  passion,  are  apt  to  be  extremely 
overjoyed  or  mortified  at  the  agreeable  or  disagreeable  accidents 
of  life. 

2.  People  of  this  class  less  happy  than  those  that  have  less 
delicacy. 

3.  Occasions  of  pleasure  much  less  frequent  than  those  of 
pain  ;  and,  therefore,  people  of  a  delicacy  of  feeling  more  subject 
to  be  unhappy. 

4.  Happiness  consists  in  the  medium ;  in  that  state  of  mind, 
in  which  the  rest  of  the  world  can  sympathize  with  us. 

34. 

Delicacy  of  Taste  not  so  dangerous  as  delicacy  of  Passion. 

1.  Delicacy  of  taste  very  similar  to  delicacy  of  passion. 

2.  Delicacy  of  taste  is  charmed  with  the  beauties  of  poetry, 
painting,  and  music,  and  as  much  disgusted  with  their  imperfec- 
tions. 

3.  As  delicacy  of  passion  is  attended  with  more  pain  than 
pleasure,  because  we  cannot  command  the  accidents  of  life ;  so 
delicacy  of  taste  is  attended  with  more  pleasure  than  pain,  be- 
cause it  can  be  more  frequently  indulged  by  the  perusal  of 
whatever  pleases  us. 

4.  Delicacy  of  taste  places  much  of  our  happiness  in  our 
own  power. 


LESSON  XXXIX. 


METHODISING. 


After  the  learner  has  acquired  some  degree  of  skill  in 
thinking  and  writing,  and  has  been  taught  by  the  models 
and  other  directions,  to  fill  up  the  outlines,  it  will  be  a 
useful  exercise  for  him  to  make  the  outlines  or  skeleton 
of  a  subject.  This  exercise,  for  the  want  of  a  better 
name,  is  here  called  methodising;  and  resembles  that 
part  of  a  regular  discourse,  which  in  common  treatises 
on  rhetorick  is  called,  The  division.  The  difficulty  of  the 
exercise  should  not  prevent  the  pupil's  attempting  it; 
H 


86  PROGRESSIVE    EXERCISES  IN 

for,  it  will  be  recollected,  no  one  can  write  well,  who  has 
no  ability  to  present  his  subject  in  a  methodical  manner. 

As  no  two  individuals  would  probably  methodise  a  sub- 
ject in  the  same  manner,  the  only  directions  that  the 
teacher  can  give  are, 

First.  That  particular  attention  must  be  paid  to  the 
UNITY  of  the  subject;  and  no  particular  or  head,  be 
introduced,  which  is  not  strictly  and  intimately  connected 
with  it. 

Second.  The  heads  or  divisions,  should  be  sufficiently 
comprehensive  to  embrace  all  that  is  important  pertain- 
ing to  it. 

After  the  subject  has  been  methodised,  the  pupil  may 
be  required  to  fill  up  his  outline  on  the  principle  of  the 
preceding  lesson. 

There  are  two  methods  by  which  the  principle  of  this 
exercise  may  be  performed;  namely,  one,  by  presenting 
merely  the  heads  of  an  essay;  as  for  instance,  if  the 
subject  of  Independence  were  given  to  be  methodised,  the 
skeleton  may  thus  be  presented. 

SKELETON. 

1.  The  meaning  of  independence. 

2.  Its  effects  upon  the  character. 

3.  Its  effects  upon  society. 

4.  The  different  kinds  of  independence. 

5.  The  difference  between  independence  and  obstinacy. 

Another  method  is  presented  in  the  following 

MODEL. 

On  Dependence. 

1.  All  created  beings  dependent. 

2.  The  influence  of  a  sense  of  dependence,  on  religious  duty, 
favourable. 

3.  Different  kinds  of  dependence. 

4.  Pecuniary  dependence  the  most  humiliating  of  any. 

5-  Pecuniary  dependence  naturally  degrades  the  mind,  and  de- 
praves the  heart. 

6.  Young  people  ought  to  be  particularly  careful  to  avoid  pecu- 
niary dependence. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  now  methodise  some  of  the  following  5u6* 
jects,  in  either  manner  described  above.  He  will  recollect 
that  there  are  three  important  particulars  U'hii:h  gefierally 


ENGLISH    COMPOSITION.  87 

require  notice  in  simple  subjects;  namely,  the  nature — 
THE  IMPORTANCE — and  THE  EFFECTS;  and  in  compound 
subjects;  the  explanation, — the  proof, — and  the  con- 
firmation. 

1.  Benevolence. 

2.  Filial  affection. 

3.  Purity  of  thought  and  manners. 

4.  Clemency. 

5.  Charity. 

6.  Power  of  conscience. 

7.  Custom. 

8.  Courage. 

9.  Cruelty. 

10.  Poverty  not  disgraceful. 

11.  Superficial  attention  to  a  great  variety  of  pursuits, 
prejudicial  to  the  advancement  of  knowledge. 

12.  Contrivance  proves  design. 

13.  Necessity  of  controlling  the  passions. 

14.  The  consequences  of  a  perfect  freedom  of  action, 
unrestrained  by  law  or  conscience. 

15.  Local  attachment. 

16.  Magnificence  of  the  universe. 

17.  The  art  of  printing. 

18.  The    probable   state   of  the   world   at   the    present 
time  had  letters  never  been  invented. 

19.  The  consequence  of  perseverance  in  errour. 

20.  Innocence  is  the  softest  pillow. 

21.  The  ocean. 

22.  The  air. 

23.  The  power  of  association. 

24.  The  love  of  praise. 

25.  The  earth  a  scene  of  pleasure  and  improvement. 

26.  Good  society  improves  the  rnind.^^ 


LESSON  XL. 

INVESTIGATION. 

The  principles  of  the  preceding  lessons  having  been 
practised  with  special  reference  to  the  effect  intended  to 
be  produced  by  them,  namely,  to  make  the  pupil  in  some 

*  The  teacher  will  find  a  more  copious  list  of  subjects,  from  which 
selections  may  be  made,  at  the  close  of  the  following  lesson. 


88  PROGRESSIVE  EXERCISES  Uf 

degree  conscious  of  the  resources  of  his  own  mind,  he  may 
now  be  taught  to  investigate  a  subject,  assign  causes,  trace 
effects,  and  draw  ini'erences.  Inductive  reasoning  in- 
volves no  principle  which  is  not  clearly  intelligible,  and 
easily  practised  at  an  early  age.  The  facility  of  the 
process  has  already  been  tested  in  other  branches  of 
education;  and  its  importance  is  so  great,  that  no  one 
can  make  a  good  writer  without  considerable  attention 
to  it. 

The  manner  in  which  it  is  to  be  applied  in  this  lesson, 
will  be  better  understood  by  an  example  than  by  any 
other  explanation. 

Suppose  then,  that  the  teacher*  proposes  to  the  pupil 
as  an  object  of  investigation,  to  discover  The  state  of 
Egypt,  in  respect  to  government,  science  and  art,  in  the  time 
of  Moses;  and  the  only  datum,  (or  subject  of  certain  know- 
ledge,) given  him  is  this  single  fact^  that  fine  linen  existed 
in  Egypt  at  that  period. 

JVow  if  this  subject  be  given  to  the  pupil,  without  any 
direction  as  to  the  manner  of  conducting  the  investiga- 
tion, it  is  not  probable  that  he  will  be  able  to  prosecute  it. 
The  teacher  must  begin  by  directing  the  attention  of  the 
learner  to  the  manner  in  which  linen  is  produced; — that  it 
is  an  effect  proceeding  from  some  cause; — that  fine  linen, 
that  is,  fine  compared  with  other  fabricks  at  that  time, 
must  be  formed  of  fine  thread — That  fine  thread  can  be 
made  of  fine  flax  only — That  fine  flax  must  go  through 
various  acts  of  preparation,  in  which  many  workmen  are 
employed,  before  the  thread  could  be  made  into  fine 
linen. 

Again, — The  pupil  must  be  informed  that  the  produc- 
tion of  ^ne  ^aa?  requires  an  improved  state  of  agriculture, 
and  the  raising  of  many  other  kinds  of  grain — wheat, 
barley;  &c.  to  support  the  cultivators  of  flax,  and  the 
artists  who  form  it  into  cloth.  In  no  country  can  f  nx  be 
the  sole  article  of  cultivation.  It  may,  then,  certaiaiy  be 
inferred  that  in  the  time  of  Moses,  the  art  of  agriculture, 
and  the  arts  connected  with  it,  had  arrived  at  consider- 
able perfection. 

Returning  again  to  the  datum,  fine  linen  can  be  woven 
only  in  a  fine  loom,  which  must  be  accommodated  to  the 
fine  texture   of  the   threads;  .and  a  fine  loom    cannot    be 

*  These  remarks  are  taken  with  slight  alteration  from  Jardine» 


ENGLISH  COMPOSITION.  8B 

made  without  much  skill  in  the  arts  of  working  wood 
and  metal.  The  latter,  is  extracted  with  great  labour 
from  ores,  dug  from  the  bowels  of  the  earth,  and  must 
undergo  many  difficult  and  laborious  processes  before 
it  becomes  malleable. — The  former,  also  must  undergo 
imich  preparation  before  it  can  go  into  the  hands  of  the 
carpe»ter;  the  loom  itself  is  a  complex  machine,  and 
proves  great  skill  and  progress  of  the  mechanical  arts  in 
Egypt  at  the  time  of  Moses. 

Again,  the  weaving  of  fine  linen  supposes  that  artists 
by  imitation  and  example  have  acquired  skill  and  dex- 
terity in  that  art;  and  such  perfection  cannot  be  expected 
in  any  country,  till  a  division  of  labour, — the  greatest 
instrument  of  improvement  in  all  the  arts, — be  in  some 
degree  established. 

The  skilful  weaver  must  be  wholly  occupied  in  mak- 
ing fine  linen;  and,  therefore,  there  must  exist  many 
other  artists  employed  in  providing  food,  clothes,  and 
lodging, — the  necessaries  and  conveniencies  of  life. 

Before  the  arts  could  have  made  such  progress  in  any 
country,  men  must  have  acquired  much  knowledge  of 
facts  and  events,  by  observation  and  experience;  and 
have  laid  the  foundation  of  general  knowledge,  by  spec- 
ulating on  means  of  improving  the  arts;  on  removing  the 
obstacles  which  retard  their  progress,  and  in  opening  up 
prospects  of  higher  degrees  of  perfection. 

Farther,  without  taking  up  time  to  follow  the  natural 
and  connected  progress  of  the  arts  from  their  rude  to 
their  more  perfect  state  —  this  process  of  investigation 
may  be  concluded,  with  observing  that  there  can  be  little 
progress  either  in  art  or  science  in  any  country,  without 
the  existence  of  a  supreme  controlling  power,  in  some  or 
other  of  its  forms;  by  which,  men  are  compelled  to  live 
in  peace  and  tranquillity,  and  the  different  orders  of  so- 
ciety are  prevented  from  encroaching  on  each  other,  by 
every  individual  being  kept  in  his  proper  station.  No 
arts  or  division  of  labour — no  fine  linen  or  fine  workman- 
ship of  any  kind,  can  be  found  in  those  nations  which 
live  in  continual  warfare,  either  among  themselves,  or 
with  their  neighbours.  Thus,  by  such  a  continued  chain 
of  regular  and  progressive  deductions,  proceeding  from 
the  datum  with  which  it  begun,  and  without  information 
from  any  other  quarter,  we  have  sufficient  reason  to  be- 
lieve, that  at  the  time  of  Moses,  Egypt  was  a  great  and 

H  2 


90  PROGRESSIVE   EXERCISES   IN 

populous  country;  that  the  arts  and  sciences  had  made 
considerable  progress,  and  that  government  and  laws  were 
established. 

By  presenting  such  connected  chains  of  reasoning  to 
the  mind  of  the  pupil,  he  will  readily  perceive  the  con- 
nexion of  the  facts,  and  be  prepared  to  apply  a  similar 
process  to  other  subjects  of  investigation.^^ 

MODEL. 

When  Pompeii  icas  discovered,  a  barber's  shop  was  found  furnished 
with  materials  for  dressing  hair.  From  this  circumstance,  what  may 
he  i?fferred  with  regard  to  the  attainments  of  this  city,  in  the  arts  and 
sciences  f 

Among  savage  nations  we  find  no  distinct  trades  or  occupations. 
Each  person  prepares  such  articles  only  as  are  necessary  for  his  own 
use  :  such  as  his  tenement,  his  tools  and  his  clothing ;  without  re- 
ceiving assistance  from  others.  Therefore,  if  the  old  maxim,  "  Prac- 
tice makes  perfect"  be  true,  all  work  must  be  very  rudely  and  in- 
completely finished,  as  each  person  would  be  a  learner  in  every  dif- 
ferent article  he  needed.  The  principal  food  of  the  savage  consists 
of  such  fruit  and  vegetables  as  the  earth  produces  spontaneously, 
in  addition  to  what  is  easily  obtained  from  the  sea  and  the  forest. 
His  habitation  is  usually  a  mere  hut,  little  better  than  those  formed 
by  sagacious  animals.  The  skins  of  beasts  taken  in  hunting,  form 
the  clothing  of  the  savage.  The  females  of  such  nations  are  almost 
universally  treated  as  slaves,  having  the  most  severe  portion  of  the 
labour  assigned  for  their  performance. 

What  a  different  picture,  did  Pompeii  present  from  the  dwelling 
of  a  savage,  when  overwhelmed  by  the  burning  lava,  and  buried  for 
BO  many  ages  in  oblivion !  A  barber's  shop,  with  implements  for 
dressing  hair,  arijues  an  improved  state  of  the  arts.  In  the  first  place, 
the  principal  art  learned  by  the  ancients  was  war.  Now  their  pas- 
sion for  this  must  have  subsided  in  some  degree,  and  a  pacifick 
disposition  have  pervaded  the  inhabitants  of  Pompeii,  ere  their  at- 
tention would  have  been  directed  to  improvement  in  any  thing 
else.  A  wise  legislator  would  likewise  have  been  required  to 
frame  laws,  and  magistrates  to  administer  justice,  by  enforcing 
them.  Again,  a  state  of  undisturbed. peace  nuist  always  continue 
some  length  of  time,  in  order  that  the  sciences  may  llourish ; 
as  political  commotions  whenever  they  exist,  usually  occupy  the 
first  place  in  tlie  minds  of  a  nation.  Distinct  and  separate  tradea 
must  have  had  existence  in  Pompeii ;  otherwise  there  would  have 
been  no  such  thing  as  a  barber's  shop.  Doubtless  there  were  a 
ffreat  variety  of  trades,  as  that  of  a  barber  is  one  of  the  least  useful, 
in  order  to  the  erection  of  a  shop,  farmers  would  be  needed  to  cul- 
tivate the  earth,  that  those  engaged  in  other  occupations  might 
be   supported.     Mines  must  have   been   discovered,  and   their   uses 

*The  author  refers  to  the  model  in  proof  of  the  assertion,  that  tho 
principle  of  investigation,  unfolded  in  this  lesson,  can  be  creditably 
performed  by  pupils  at  an  early  age. 


ENGLISH  COMPOSITION.  :91 

determined.  Articles  of  iron  must  have  been  made  by  blacksmiths, 
afler  the  iron  had  been  prej)ared  by  those  whose  business  it  was. 
Knives,  and  other  cutting  instruments  would  require  a  cutler,  af- 
ter the  steel  had  been  prepared  from  iron  by  another  class  of  per- 
sons. Again,  afler  the  timber  had  been  taken  from  the  forest  and 
in  some  measure  prepared,  a  carpenter  would  be  needed  to  build 
the  house.  To  heat  his  curling  irons,  the  barber  must  have  a  chim- 
ney, which  would  require  a  mason;  and  the  mason  must  have  bricks 
and  mortar  with  which  to  erect  it.  The  clay  of  which  bricks  are 
made  nmst  be  moulded  into  the  proper  shape,  and  then  burnt  till 
sufficiently  hard  to  be  used.  The  mortar  consists  of  lime,  sand,  and 
hair.  The  art  of  making  glass  must  have  been  discovered,  other- 
wise the  barber's  shop  would  have  been  rather  too  dark  to  dress 
hair  with  much  taste.*  Glass  besides  other  materials,  would  re- 
quire a  particular  kind  of  sand,  and  pearl-Ash.  Pearl-ash  requires 
much  labour  in  its  extraction  from  ashes.  A  diamond  must  have  been 
obtained  to  cut  the  glass,  consequently  precious  stones  must  have 
been  in  use.  Again,  a  glazier  would  have  been  needed  to  set  the 
glass  in  window  frames.  For  that  purpose,  he  would  have  wanted 
putty.  One  of  the  materials  of  putty  is  linseed  oil.  This  oil  is  ex- 
tracted from  the  seed  of  flax.  Now  it  is  not  probable  that  flax  was ' 
cultivated  merely  for  its  seed ;  therefore,  _  we  may  reasonably  sup- 
pose, that  it  went  through  all  the  various  operations  requisite  for  ma- 
king it  into  cloth.  The  loom  and  wheel  used  in  manufacturing  cloth, 
must  have  required  much  skill  and  workmanship  in  the  artist,  and 
much  genius  in  the  inventor.  And  if  cloth  were  made  from  flax, 
might  it  not  also  be  made  from  other  productions  of  the  earth  ?  As 
mines  were  common,  and  men  were  engaged  in  so  many  different 
arts,  it  is  not  likely,  that  they  remained  without  the  convenience  of 
coined  money.  The  existence  of  a  barber's  shop  also  argues  that 
balls  and  public  amusements  were  common;  otherwise,  there  would 
have  been  no  occasion  for  a  barber ;  as  most  persons  by  spending  a 
few  moments,  can  dispose  of  their  hair  very  decently.  It  also  ar- 
gues that  there  were  a  class  of  persons,  who,  being  possessed  of 
wealth,  could  spend  their  time  in  pursuit  of  pleasure.  If  the  various 
mechanical  arts  had  arrived  at  such  a  degree  of  perfection,  is  it  not 
probable  that  the  commerce  of  Pompeii  had  become  quite  extensive. 
If  so,  vessels  must  have  been  employed  to  transport  articles  from 
place  to  place.  For  the  management  of  vessels,  something  of  nav- 
igation and  astronomy  must  have  been  known.  If  paint  was  in  use, 
and  vessels  were  painted,  as  was  doubtless  the  case,  chemistry  must 
have  been  understood  in  a  degree.  Pompeii,  therefore,  at  the  time 
of  its  overthrow,  was  nearly  as  far  advanced  in  the  arts  and  sciences 
of  civilized  life,  as  we  now  are.  Yet  they  were  in  a  state  of  heath- 
enish superstition,  without  any  correct  system  of  morals  or  religion; 
and  compared  with  the  United  States  of  America,  were  a  miserable 
people.  This,  then,  should  excite  the  gratitude  of  every  inhabitant  of 
our  happy  land. 

^'This  model  was  written  by  a  young  lady,  whose  opportunities 
fbr  correct  information  have  not  been  co-extensive  with  her  wishes  to 
enjoy  them.  Slight  inaccuracies,  therefore,  in  the  premises  will,  it 
is  hoped,  be  pardoned. 


92  PROGRESSIVE  EXERCISES  IN 


EXAMPLES    FOR    PRACTICE. 

The  pupil  having  been  taught  by  the  preceding  observa" 
tions,  in  connexion  with  the  model,  to  trace  a  cause  and 
effect,  may  noiv  investigate  the  following  subjects. 

1.  The  remains  of  sea  shells,  and  bones  of  marine 
animals  have  been  found  buried  many  feet  below  the 
surface  of  the  ground,  at  a  great  distance  from  the  sea, 
and  on  the  top  of  high  mountains.  Does  this  circum- 
stance add  confirmation  to  any  fact  stated  in  the  book 
of  Genesis? 

2.  At  the  time  Mexico  was  discovered,  a  number  of 
large  monuments,  or  pyramids,  built  of  unburnt  bricks, 
cemented  with  mortar,  was  discovered  in  different  parts 
of  the  country.  What  conclusion  can  be  drawn  from 
these  remains  of  Indian  workmanship,  respecting  the 
civilization  of  Mexico  at  the  time  it  was  discovered.^ 

3.  The  north-western  part  of  America  is  separated 
from  the  north-eastern  part  of  Asia  by  a  narrow  strait, 
which,  according  to  Indian  tradition,  was  once  fordable 
at  low  water.  Will  this  circumstance  throw  any  light 
on  the  manner  in  which  America  was  peopled? 

4.  What  metal  is  most  serviceable  to  mankind? 

5.  How  could  the  various  wants  and  necessities  of 
mankind  be  supplied,  if  gold  and  silver,  which  form  the 
money  of  most  nations,  had  never  been  discovered? 

6.  How  can  the  necessity  of  the  different  classes  of 
society  be  shown? 

7.  What  art,  manufacture  or  profession,  is  most  ser- 
viceable to  mankind? 

8.  What  manufacture  was  probably  the  first  perform- 
ed by  mankind? 

9.  How  was  land  cultivated  before  the  discovery  of 
iron? 

10.  Which  is  the  more  serviceable  to  mankind,  the 
boats,  ships  and  other  vessels  intended  for  the  water,  or 
those  vehicles  designed  for  the  land? 

11.  Of  what  articles  of  luxury  or  convenience  should 
we  now  be  destitute,  if  the  mariner's  compass  had  never 
been  invented? 

12.  What  comforts  or  conveniences  have  been  added 
to  the  sum  of  human  enjoyment,  by  the  discovery  of  the 
art  of  making  glass? 


ENGLISH    COMPOSITION. 


93 


A  list  of  subjects  suggested 
flex,  Essays,    Descriptions, 


for  Themes,  simple  and  coin^ 
JVarrations,  Sfc. 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9 
10 
11. 
1^. 
13. 
14. 
15. 
16. 
17. 
18. 
10. 
20. 
21. 
22. 
23. 
24. 
25. 
2t>. 
27. 
28. 
29. 
30. 
31. 
32. 
33. 
34. 
35. 
30. 
37. 
38. 
39. 
40. 
41. 
42. 
43. 
44 
45. 
46. 
47. 
48 
49. 
50. 
51. 
52. 


On  Attention. 

53. 

On  Faith,  private. 

a 

Adversity. 

54. 

a 

Fear. 

ii 

Affectation. 

55. 

li 

Flattery. 

>  a 

Affection,  parental. 

56. 

11 

Forgiveness. 

a 

Ardour  of  mind. 

57. 

u 

Fidelity. 

u 

Art. 

58. 

li 

Government. 

u 

Attachment,  local. 

59. 

11 

Gaming. 

a 

Autumn. 

60. 

li 

Generosity. 

a 

Anorer. 

61. 

11 

Grammar! 

ii 

Air" 

62. 

11 

Good  scholar. 

i. 

Admiration. 

63. 

11 

Geography. 

ii 

Benevolence. 

64. 

11 

Grandeur. 

li 

Beau;ty. 

65. 

li 

Greatness. 

a 

Beauties  of  Nature. 

66. 

11 

Genius. 

a 

Biography. 

67. 

11 

Habit. 

n 

Bad  scholar. 

68. 

11 

Honour. 

ii 

Charity. 

69. 

li 

Honesty. 

ii 

Chastity. 

70. 

11 

Happiness. 

ii 

Clemency. 

71. 

11 

Humanity. 

ii 

Compassion. 

72. 

li 

Humility. 

a 

Conscience. 

73. 

ii 

Hypocrisy. 

ii 

Constancy. 

74. 

11 

History. 

a 

Courage. 

75. 

li 

Hope. 

li 

Cruelty. 

76. 

11 

Indolence. 

ii 

Carelessness. 

77. 

11 

Indulgence. 

a 

Curiosity. 

78. 

11 

Incontinence. 

a 

Control  of  the  passions. 

79. 

11 

Industry. 

ii 

Control  of  the  temper. 

80. 

11 

Ingratitude. 

ii 

Cheerfulness. 

81. 

11 

Justice. 

li 

Contentment. 

82. 

11 

Jealousy. 

a 

Calumny. 

83. 

li 

Joy. 

li 

Candour. 

84. 

11 

Kindness. 

le 

Cunning. 

85. 

11 

Learning. 

a 

Dihgence. 

86. 

11 

Literature. 

11 

Disinterestedness. 

87. 

11 

Love. 

ti 

Disease. 

88. 

11 

Love  of  fame. 

ti 

Duplicity. 

89. 

11 

Luxury. 

li 

Disobedience. 

90. 

11 

Modesty. 

11 

Dissipation. 

91. 

11 

Magnanimity. 

11 

Education. 

92. 

11 

Musick. 

a 

Equity. 

93. 

11 

Morning. 

11 

Early  impressions. 

94. 

11 

Moon. 

a 

Early  rising. 

95. 

It 

Melancholy. 

li 

Envy. 

96. 

11 

Novelty. 

ii 

Eyenmg. 

97. 

11 

Nobility. 

li 

Extravagance. 

98. 

It 

Negligence. 

a 

Eagerness. 

99. 

ti 

Night. 

it 

FormaUty. 

100. 

11 

Noise. 

n 

Friendship. 

101. 

11 

Noon. 

ii 

Fortune. 

•  102. 

11 

Order. 

11 

Faith,  religious. 
Faith,  publick. 

103. 

11 

Order  of  uature 

(I 

104. 

ti 

Oddity. 

94 


PROGHESSIVE    EXERCISES    IN 


105. 

lOG. 
107. 
108. 
309. 
110. 
111. 
112. 
113. 
114. 
115. 
116. 
117. 
118. 
119. 
120. 
121. 
122. 
123. 
124. 
125. 
126. 
127. 
128. 
129. 
130. 
131. 
132. 
133. 
134. 
135. 
136. 
137. 
138. 
139. 
140. 
141. 
142. 
143. 

182. 

183. 

184. 
185. 
186. 
187. 
188. 

189. 

190. 


191. 


On  ObecTience.  144. 

Obstinacy.  145. 

Ocean.  146. 

Tride.  147. 

Purity  of  manners.  148. 

Purity  of  thoughts.  149. 
Power  of  conscience.        l50. 

Power  of  resolution.  151. 

Poverty.  152. 

Principle.  153. 

Patience.  154. 

Prudence.  155. 

Perseverance.  156. 

Patriotism.  157. 

Politeness.  158. 

Prodigality.  159. 

Providence.  160. 

Punctuality.  161. 

Poetry.  162. 

Precocity.  163. 

Piety.  164. 

Pity.  165. 

Quarrelling.  166. 

Quietness.  167. 

Religion.  168. 

Rashness.  169. 

Resolution.  170. 

Reflection.  171. 

Revenge.  172. 

Regularity.  173. 

Rlietorick.  174. 

Reading.  175. 
Resentment. 

Sincerity.  176. 

Sublimity.  177. 

Sickness.  178. 

Summer.  179. 

Spring.  180. 

Starry  heavens.  181. 


On  Sun. 

"     Self-government. 
"     System. 
''     Truth. 
''     Taste. 
**     Treachery. 
''     Time. 
"     Tyranny. 
"     Talent. 
*'     Temptation. 
"     Unanimity. 
<'     Uncharitable  spirit. 
"     Vanity. 
"     Veracity. 
*'     Vivacity. 
"     Vice. 
"     Virtue. 
"     Wit. 

"     Worldly  mindedness. 
"     Wealth. 
<<     World. 
"     Winter. 
^'     Writing. 
"     Youth. 
"     Zeal. 
Female  Virtues. 
Knowledge  is  power. 
Progress  of  errour. 
Government  of  the  tongue. 
Government  of  the  thoughts. 
Government  of  the  temper. 
Government    of    the    affec- 
tions. 
Progress  of  knowledge. 
Attachment  to  early  habits. 
The  power  of  Association. 
The  immortality  of  the  soul. 
The  uses  of  knowledge. 
The  happiness  of  innocence. 


Beware  of  desperate  steps — the  darkest  day — 

Live  till  to-morrow — will  have  passed  away. 

Oft  from  apparent  ill  our  blessings  rise. 

Trifles  captivate  little  minds. 

True  happiness  is  of  a  retired  nature. 

No  man  can  learn  all  things. 

What  most  we  wish,  with  ease  we  fancy  near 

Happy  tlie  man  who  sees  a  God  employed 

In  all  the  good  and  ill  that  chequer  life. 

Suspicion  is  a  heavy  armour,  and 

With  its  own  weight,  impedes  us  more. 

Rise  with  the  lark,  and  with  the  lark  to  bed. 

The  breath  of  night's  destructive  to  the  hue 

Of  every  flvjwer  that  blows. 

Sweet  is  the  breath  of  morn. 


ENGLISH  COMPOSITION.  95 

192.  Health  is  the  vital  principle  of  bliss, 
And  exercise  of  health. 

193.  How  happy  they  who  know  their  joys  are  true  ! 

194.  At  every  trifle  scorn  to  take  offence. 

135.  See  to  what  deeds  ferocious  discord  drives. 

196.  Trust  not  appearances. 

197.  Levity  of  manners  is  prejudicial  to  every  virtue. 

198.  Who  wins  by  force  but  half  overcomes  his  foe. 

199.  Our  tempers  must  be  governed  or  they  will  govern  us. 

200.  The  planetary  system. 

201.  The  power  of  custom. 

202.  The  use  and  abuse  of  worldly  advantages. 

203.  The  power  and  the  glory  of  the  Creator,  as   displayed  in  the 

works  of  creation. 

204  The  value  of  an  unspotted  reputation. 

205  The  advantages  derived  by  mankind  from  the  invention  of  the 

mariner's  compass — from  the  invention  of  the  telescope — the 
steam  engine — the  art  of  printing. 

206.  The  power  of  gravity  and  its  importance  on  the  material  world. 

207.  The  consequences  of  a  faculty  of  locomotion  uninfluenced  by 

gravity. 

208.  The  importance  of  order. 

209.  Every  man  the  architect  of  his  own  fortune. 

210.  A  rolling  stone  gathers  no  moss. 

21 1.  Never  too  old  to  learn. 

212.  The  earth  a  scene  of  pleasure  and  improvement. 

213.  Diligence  ensures  success. 

214.  Idleness  destroys  character. 

215.  Abilities  without  exercise  cannot  ensure  success. 

216.  Life  is  short,  and  art  is  long. 

217.  The  power  of  habit. 

218.  Power  of  conscience. 

219.  Narration  and  description  united  in  an  account  of  a  voyage  to 

Calcutta,* — to     South     America, — Spain, — Portugal, — Eng- 
land,— Scotland, — Ireland, — France,  &c.  &c. 

220.  A  superficial  attention  to  a  great  variety  of  pursuits,  prejudicial. 

221.  Contrivance  proves  design. 

222.  Hope  never  dies. 

223.  Tlie  false  contempt  of  an  enemy  naturally  leads  to  insecurity. 

224.  The  danger  which  is  despised  arrives  soonest. 

225.  He  alone  is  free,  who  relies  on  his   own  resources,  in  depen- 

dence on  providence  alone. 
226      The  soul  has  no  secret  which  the  conduct  does  not  reveal. 

227.  The   history  and   character   of  the  Patriarchs  Joseph, — Job, — 

Jacob, — Joshua, — the  apostle  Paul,  <fec. 

228.  The  danger  of  disobedience. 

229.  Female  character. 

230.  Female  influence. 

231  History  of  a  looking  glass. 

232  History  of  a  needle. 
233.     History  of  a  pin. 

*  In  descriptions  of  this  kind,  all  that  is  necessary  on*  the  part  of 
the  pupil  is  some  knowledge  of  the  country,  the  manners  and  cus- 
loms  of  the  inhabitants,  and  the  places  passed  in  going  to  and  from  it 


96  PROGRESSIVE  EXERCISES  IN 

234.  History  of  a  cent. 

235.  History  of  a  bible. 

236.  History  of  a  belle. 

237.  History  of  a  beau. 

238.  History  of  a  hat. 

239.  Description  of  the  city  of  Boston. 

240.  Description  of  the  city  of  New  York. 

241.  Description  of  the  city  of  Philadelphia. 

242.  Description  of  the  city  of  Baltimore,  &c.  «fec. 

243.  The  journal  of  a  day's  occupation. 

244.  The  history  of  a  school  room. 

245.  Journal  of  a  voyage  round  the  world. 

246.  An  account  of  the  various  religions  of  the  world,  with  their 

rise  and  progress. 

247.  Biography  of  Washington. 

248.  Biography  of  Columbus. 

249.  Biography  of  Napoleon  Bonaparte. 

250.  But  dreadful  is  their  doom  whom  doubt  has  driven 
To  censure  fate  and  pious  hope  forego. 

251.  A  mother- wit  and  wise  without  the  schools. 

252.  The  quarrels  of  relatives  are  the  most  violent. 

253.  Those  gifts  are  ever  the  most  acceptable  which  the  giver  has 

made  precious. 

254.  Remember  to  preserve  an  equal  mind  in  arduous  affairs, 

255.  Too  much  care  undermines  the  constitution. 

256.  The  earth  opens  equally  for  the  prince  and  the  peasant. 

257.  The  things  which  belong  to  others  please   us  more,  and  that 

which  is  ours  is  more  pleasing  to  others. 

258.  The  greatest  genius  has  its  weaknesses. 

259.  Vice  lives  and  thrives  by  concealment. 

260.  No  one  lives  for  himself  alone. 

261.  Love  and  wisdom  dwell  apart. 

262.  Modesty  graces  every  other  virtue. 

263.  The  necessity  of  relaxation. 

264.  Avoid  extremes. 

265.  Example  is  better  than  precept. 

266.  The  pleasures  of  memory. 

267.  Aristocracy. 

268.  Popular  clamour. 

269.  He  labours  in  vain  who  strives  to  please  all. 

270.  A  visit  to  a  school,  public  or  private. 

271.  Visit  to  an  almshouse. 

272.  Description   of  a  family  circle   on   Thanksgiving,   Christmas, 

New  Year's  day,  Fourth  of  July,  and  Election  day. 

273.  A  birth  day  celebration. 

274.  A  marriage,  baptism,  funeral. 

275.  A   shipwreck,  storm  at  sea,  a  fire,  a  hurricane,  an  earthquake. 

276.  No  citizen  entirely  useless. 

277.  Contention  benefits  neither  party. 

278.  Intemperance  the  prime  minister  of  death. 

279.  Christianity  the  true  philosophy. 

280.  Unintelligible  language  is  a  lantern  without  a  light. 

281 .  Education  should  be  adapted  to  the  condition. 

282.  Rank  ^ives  force  to  example. 

283.  Elevation  is  exposure. 


ENGLISH    COMPOSITION.  97 

264.  Independence  must  have  limits. 

285.  The  dreds  is  not  the  man. 

286.  The  workman  is  known  by  his  work. 

287.  Order  and  method  render  all  things  easier. 

288.  The  influence  and  importance  of  the  female  character. 

289.  Is  the  expectation  of  reward  or  the  fear  of  punishment  the 

^eater  incentive  to  exertion  ? 

290.  The  value  of  time,  and  tlie  uses  to  which  it  should  be  applied. 

291.  The  character  of  the   Roman   Emperor  Nero, — of  Caligula, — 

of  Auo"ustus, — of  Julius  CaBsar, — of  Numa  Pompilius. 

292.  The  duties  we  owe  to  our  parents  and  the  consequences  of  a 

neglect  of  them. 

293.  How  blessings  brighten  as  they  take  their  flight. 

294.  How   dear  are  all   the  ties  that  bind  our  race  in  gentleness 

together. 

295.  The   advantages   of  early   rising :   and   the   arguments   which 

may  be  adduced  to  prove  it  a  duty. 

296.  Misery  is  wed  to  guilt. 

297.  A  soul  without  reflection,  like  a  pile 
Without  inhabitant,  to  ruin  runs. 

298.  Still  where  rosy  pleasure  leads 
See  a  kindred  grief  pursue, 
Behind  the  steps  that  misery  treads 
Approaching  comforts  view. 

299.  '  T  is  Providence  alone  secures 

In  every  change,  both  mine  and  yours. 

300.  Know  then  this  truth,  enough  for  man  to  know, 
Virtue  alone  is  happiness  below. 

301.  Prayer  ardent  opens  heaven. 

302.  Whatever  is,  is  right. 

The  following  terms  connected  with  the  subject  of  compo- 
sition SHOULD  BE  understood  BY  THE  PUPIL.  ThE  MEANING 
OF  THOSE  WHICH  ARE  NOT  EXPLAINED  MAY  EASILY  BE  GLEAN- 
ED   FROM    OTHER    SOURCES. 

Alliteration    is  the  recurrence  The  following  are   remarkable 

of  the   same    letter   in   several  instances  of  Alliteration. 

words,  or  in  several  syllables  of  "  The  lordly  lion  leaves  his  lonely 

the   same    word  :  As    Bug-bear  lair." 

Sea-sick.     The    return   of   such  <' Begot  by  Butchers  but  by  Bishops 

sounds,  if  not    too   frequent   is  bred 

agreeable  to    the    ear;    (on  the  How  high  his  honour  holds  his  haugh- 

principle  of  the  first  rule  of  Har-  ^    ^^  ' 

mony.   See  Page  65th)  because,  Alexandrine. 

the    succeeding    impression    is  Address. 

made  with  less  effort  than  that  Acrostick  is  a  number  of  verses 

which  precedes.  so  contrived  that  the  initial  (or 

Alliteration,  as  well  as  Rhyme,  is  first)  letters  of  each  line,  read 

useful  as  an  aid  t^  the  memory.  from  top  to  bottom,  make  up  a 

Hence,  proverbs  have  generally  word,  or  a  phrase  ;   generally  a 

one  or  other  of  these  auxiliaries.  person's  name,  or  a  motto. 

Thus,     "  Birds   of  a   feather —  An  Anagram  is  the  transposition 

Flock  together."  of  the  letters  of  a  word,  or  short 

"  Fast  bind — fast  find."  sentence,  so  as  to  form  another 


98 


PROGRESSIVE    EXERCISES    IN 


word  or  phrase,  with  a  different 
meaning.  Thus,  the  letters 
which  compose  the  word  stone^ 
may  be  arranged  into  tones  or 
notes. 

Allusion  *  is  a  figure,  by  which, 
some  word  or  phrase  in  a  sen- 
tence, calls  to  mind,  as  if  ac- 
cidentally, another  similar,  or 
analogous  subject.  Thus  when 
Fergus:  Mac-Ivor  says  to  Wa- 
verly,  *'  You  cannot  be  to  them 
Vich  Ian  Vohr ;  and  these  three 
magick  words  are  the  only  Open 
/t  Scsaml  to  their  feelings  and 
sympathies;"  the  words  Open 
Sesaml  remind  the  reader  of  the 
story  of  the  Forty  Thieves,  and 
the  magick  sounds  by  which  the 
entrance  to  their  cavern  was  un- 
folded. 

Argumentation. 

Anecdote. 

Analysis.  See  Page  23^. 

Allegory.  See  Page  b\st. 

Anticlimax  is  the  descent  from 
great  things  to  small ;  and  is  al- 
lowable cnly  in  ludicrous  com- 
position. 

Antithesis,  Apostrophe,  Anal- 
ogy.   See  pages  iy8th   biSth.  ^Ath. 

Bathos,  and  Bombast.  The  for- 
mer consists  in  degrading  a  sub- 
ject naturally  elevated,  by  low 
expressions ;  the  latter  in  ex- 
pressing a  mean  idea,  in  high 
sounding  epithets. 

Burlesque. 

Ballad,  is  the  name  of  a  poetical 
account  of  some  adventure,  or 
transaction,  written  in  easy  and 
uniform  verse  ;  so  that  it  may  be 
sung  by  those  who  have  little  ac- 
quaintance with  musickv 

bucolick. 

Burletta. 

Biography. 

Book. 

Clearness.    See  Page  Q>Ath. 

CiESURA. 


Conference. 

Colloquy. 

Circumlocution.  See  Page  'Hist, 

Climax  and  Comparison.  See 
Pages  60iA,  and  56iA. 

Construction. 

Comedy. 

Chorus. 

Canto. 

Discussion. 

Dissertation. 

Descriptive. 

Dramatick. 

DiDACTicK  writing  is  that  which 
is  designed  for  the  purpose  of  in- 
struction. 

Elegy,  a  poem  of  a  mournful  kind. 

Enigma,  or  Riddle. 

Epick. 

Epigram. 

Epitaph. 

Epilogue. 

Epistolary  writing. 

Euphemism.  See  Page  ^nd. 

Exaggeration.  See  Page  52nd. 

Expletives. 

Exclamation.  See  Page  59th. 

Eulogy. 

Episode. 

Essay. 

Feet,  (poetical.) 

Figurative.  -See  Page  49th. 

forensick. 

Fable. 

Hexameter. 

History. 

Hymn. 

Hyperbole.  See  Page  52nd. 

Harmony.  -See  Page  64th. 

Hiatus. 

Idiom. 

Inquiry. 

Imagery. 

Interrogation.  See  Page  59th. 

Iambick. 

Idyl. 

Irony. 

Lay. 

Lvrick. 

Madrigal. 


*  The  student  who  would  ste  this  figilre  more  fully  explained  is  referred  to  a  Treati»« 
upon  Rhetorick  hy  Professor  Newman  of  Bowdoin  College,  recently  nuhlished  in  a  third 
editioD.  The  Author  of  these  Exercises  regrets  that  he  had  not  Ihe  assistance  of  that  vaJu- 
able  treatise  when  he  was  preparing  this  volume.  It  was  not  until  the  pre«enl  (third^  edi- 
tion was  moxe  than  half  thiough  the  stereotypers'  handi  that  he  saw  the  work  of  Prolew* 
Jilcwmaa. 


ENGLISH  COMPOSITION.  99 

Monologue.  Rondeau. 

Machinery.  Roundelay. 

Metaphor.  See  Page  47th.  RoiWANCE. 

Novel.  Sapphick. 

Narration.  Satire. 

Ode.  Sarcasm. 

Oration.  Song. 

Ornament.  Sonnet. 
Personification,     or     prosopo-     Sketch. 

poEiA.  See  Page  53<Z.  Spondee. 

Precision.  Stanza. 

Panegvrick.  Section. 

Parenthesis.  Simile.  See  Page56th» 
Pehiphkasis,  or  paraphrase.  See    Syntax. 
Perspicuity.       [Lesson  9Uij  p.  21.     Style.  See  Page  99th. 

Psalm.  Strength.  See  Page  64th. 

P;ean.  Synthesis.  See  Page  24th. 

Parable.  See  Page  ^Ist.  Synonyme.  See  Page2Sth. 

Parody.  Tale. 

Pastoral.  Tautology.  See  Page  d^th. 

Poem.  Trochee. 

Pun.  Tragedy. 

Pathetick.  Travestie. 

Paragraph.  Unity.  See  Page  64th. 

Riddle,  or  enigma.  Vision.  See  Page  59th. 

STYLE,  various  KINDS  OF  STYLE,  AND  DIRECTIONS  FOR  FORMING  A 
GOOD  STYLE. 

Style  is  the  peculiar  manner  in  which  a  man  expresses  his  thoughts. 

The  requisites  of  a  good  style  are  pcrsjncidty  and  ornament. 

By  perspicuity  is  meant  clearness  to  the  mind,  easiness  to  be  un- 
derstood, and  freedom  from  obscurity  and  ambiguity. 

Ornament  in  style  consists  in  the  use  of  figurative  language,  (see 
lesson  24th,  «&c.)  the  adaptation  of  the  sound  to  the  sense,  and  the 
selection  of  such  expressions  as  are  harmonious  and  pleasing  to  the  ear. 

In  Dr.  Blair's  Treatise  on  Rhetorick,  twelve  kinds*  of  style  are 
described,  namely,  The  Concise,  The  Diffuse,  The  Nervous, 
The  Feeble,  The  Dry,  The  Plain,  The  Neat,  The  Elegant, 
The  Flovvkky,  The  Simple,  The  Affected,  and  The  Vehement. 

The  Concise  Style  is  one  in  which  the  author  compresses  his 
ideas  in  the  fewest  possible  words,  and  employs  those  only  which  are 
most  expressive. 

The  Diffuse  Style  is  that  in  which  the  writer  unfolds  his  thought 
fully,  placing  it  in  a  variety  of  lights,  and  giving  the  reader  every  pog- 
sibie  assistance  for  understanding  it  completely. 

The  Nervous  Style  is  that  in  which  the  writer  gives  a  strong  and 
full  impression  of  his  meaning,  employing  none  but  the  most  expres- 
sive words,  and  using  those  figures  only  which  will  render  the  picture 
he  would  set  before  us  more  lively  and  complete. 

*  The  first  four  kinds  above  mentioned,  are  founded  on  the  degree  of  perspicuity, — the 
next  five  relate  to  the  orimnicnt, — ;mil  the  last  three  refer  to  the  ideas  whicn  the  author 
intends  to  convey.  An  imitation  of  the  various  styles  is  recommended  to  all  who  wish  to 
acquire  ease  in  writing.  Professor  Newman's  work  on  Khetorick  presents  an  illustration 
of  the  various  kinds  of  style  which  should  be  studied  by  all.  His  T^luable  trea^e  QQ 
Ilhctorick  cannot  be  too  highly  recouimcnded, 


100  PROGRESSIVE    EXERCISES    IN 

The  Feeble  Style  is  the  reverse  of  the  nervous — the  author  ap- 
pears to  have  but  an  indistinct  view  of  the  subject ;  his  ideas  seena 
loose  and  wavering;  unmeaning  words  and  loose  epitliets  escape  him  j 
his  expressions  are  vague  and  general ;  his  arrangement  is  indistinct 
and  feeble,  and  our  conception  of  his  meaning  will  be  faint. 

The  Dry  Style  excludes  all  ornament  of  every  kind,  and,  content 
with  being  understood,  aims  not  to  please  the  fancy  or  the  ear. 

The  Plain  Style  admits  but  little  ornament.  A  writer  of  this  kind 
rests  almost  entirely  on  his  sense ;  but,  at  the  same  time,  studies  to 
avoid  disgusting  us  like  a  dry  and  harsh  writer. 

The  Neat  Style  is  characterized  by  attention  to  the  choice  of 
words,  and  the  graceful  collection  of  them.  It  admits  considerable 
ornament,  but  not  of  the  highest  or  mcst  sparkling  kind. 

An  Elegant  Style  pr)ssesses  all  the  virtues  of  ornament  without 
any  of  its  excesses  or  defects.  It  implies  a  great  degree  of  perspicuity 
and  propriety ;  purity  in  the  choice  of  words,  and  care  and  dexterity 
in  their  harmonious  and  happy  arrangement ;  and  while  it  inforii-s  the 
understanding,  it  employs  all  the  requisites  to  please  the  fancy  and  the 
ear. 

The  Flowery  or  Florid  Style  is  marked  by  excess  of  ornament. 
Figurative  language  abounds,  and  the  writer  setms  more  intent  upon 
beauty  of  expression,  than  solidity  of  thought. 

The  Simple  Style  is  where  ihe  thoughts  appear  to  rise  naturally 
from  the  subject ;  the  subject  itself  is  considered  with  strict  regard  to 
the  rules  of  unity,  and  is  presented  without  much  ornament  or  pomp 
of  language. 

The  Affected  Style  is  the  reverse  of  the  simple.  The  writer 
uses  words  in  forced  and  uncommon  meanings.  His  thoughts  are 
strained  and  unnatural.  His  ideas  are  clothed  in  pompous  language  ; 
and  the  ornaments  by  which  they  are  decked  are  remarkable  for  sin- 
gularity rather  than  beauty. 

The  Vehement  Style  is  characterized  by  a  peculiar  ardour.  It 
is  a  glowing  style,  the  language  of  one  whose  imaginations  and  pas- 
sions are  heated  and  strongly  affected  by  his  subject.  It  implies 
strength ;  but  is  not  inconsistent  with  simplicity. 

To  acquire  a  good  style,  the  following  directions  are  given  by  Dr. 
Blair. 

1.  Study  clear  ideas  of  the  subject  on  which  you  are  to  write  or 
speak. 

2.  Compose  frequently,  and  with  care. 

3.  Make  yourself  acquainted  with  the  style  of  the  best  authors. 

4.  Avoid  a  servile  imitation  of  any  author  whatever. 

5.  Adapt  your  style  to  the  subject,  and  to  those  to  whom  it  is  ad- 
dressed. 

6.  Let  not  attention  to  style  be  so  devoted,  as  to  prevent  a  higher 
degree  of  attention  to  the  thoughts. 


The  following  rules  in  relation  to  rhyme,  should  be  familiar  to 
those  who  wish  to  write  or  judge  of  verse. 

1.  The  two  corresponding  syllables  of  a  rhyme  must  begin  their 
consonance  with  the  accented  vowel,  and  preserve  it  through  the  r©* 
maining  letters. 


ENGLISH  COMPOSITION.  101 

Thus,  text  and  vextj  song  and  long  echo  with  one  another  respect- 
ively, in  the  sounds  ezt  and  ong. 

2.  The  sounds  and  not  the  letters,  constitute  the  rhyme,  Thus, 
reign  and  plain,  through  and  hucj  though  different  to  the  eye,  form 
an  unobjectionable  rhyme. 

3.  The  letter,  or  letters  in  the  syllable  which  precede  the  accent- 
ed vowel,  must  not  be  the  same  in  each,  otherwise  the  consonance 
would  be  disagreeable  to  the  ear. 

Hence  tend  and  the  last  syllable  of  contend,  make  a  bad  rhyme. 

[After  the  teacher  has  explained  the  different  kinds  of  versification, 
it  will  be  a  useful  exercise  for  the  pupil  to  put  words  together  in  the 
form  of  verses,  either  in  rhyme  or  otherwise,  without  regard  to  any- 
thing more  than  accent  and  quantity.  This  exercise,  which  properly 
belongs  to  prosody,  will  be  more  advantageously  pursued,  after  the 
pupil  has  had  some  practice  in  composition,  when  perhaps  he  will  be 
tempted  to  unite  ideas  with  his  words,  and  attempt  to  write  his 
themes  or  compositions  in  verse.  The  teacher  cannot  be  too  partic- 
ular in  explaining  the  difference  between  poetry,  and  rhyme  or  verse. 
Young  persons  are  very  apt  to  consider  them  as  synonymous  terms. 
The  pupil  should  be  led  to  understand  that  good  poetry  requires 
something  more  than  smooth  numbers  and  harmonious  rhymes.  As 
poetry  is  the  offspring  of  the  imagination,  figurative  language  must 
form  a  large  proportion  of  its  dress.] 

The  teacher  will  find  the  following  exercise,  called  by  the  French 
Bouts  Rimes,  interesting  to  the  pupil,  and  like  all  other  inducements 
to  thought,  auxiliary  to  the  subject  of  composition. 

*•  One  of^a  party  writes  down  the  rhyming  words  for  a  short  poem; 
which  another  undertakes  to  complete,  by  filling  up  the  several  verses, 
on  a  subject  either  chosen  at  pleasure,  or  prescribed  as  the  case  may 
be. 

The  following  stanza,  in  which  the  words  in  Italick  are  the  rhym- 
ing words  previously  assigned  will  be  sufficiently  explanatory  of  the 
practice. 

TO  HOPE. 

Down,  down  vain  hope,  to  me  no 

more  % 

Can  spring  return,  with  blossoms 

crovmedf 

Nor  summer  ripen  Autumn's 

storCf 

Which  now  lies  withering  on  the 

ground. 

CRmCISM. 

The  first  requisites  of  an  exercise  are  that  the  sentences  be  clearly 
and  distinctly  written,  and  the  words  correctly  spelt.  Attention  then 
must  be  paid  to  the  syntax,  more  especially  to  the  use  of  relatives 
and  other  words,  used  for  transition  and  connexion. 

The  structure  of  the  sentences  then  must  be  regarded,  and  the 
rules  of  clearness,  unity,  strength  and  harmony  be  observed.  The 
style  must  be  suited  to  the  subject, — and  lastly,  nothing  must  be  in- 
troduced at  variance  with  truth,  or  with  morals. 

12 


102  PROGRESSIVE  EXERCISES  IN 


EPISTOLARY    WRITING. 

It  is  generally  allowed  that  epistolary  writing  if*  not  one  of  the 
highest,  IS  one  of  the  most  difficult  branches  of  composition.  An 
elegant  letter,  is  much  more  rare  than  an  elegant  specimen  of  an^ 
other  kind  of  writing.  It  is  for  this  reason  that  the  author  has  devi- 
ated from  the  usual  order  practised  by  respectable  teachers  who  give 
epistolary  writing  the  first  place  in  the  attention  of  the  pupil.  He 
has  deemed  it  expedient  to  reserve  the  subject  for  the  close  of  the 
volume,  and  for  the  practice  of  the  pupil  who  has  been  previously 
exercised  in  other  attempts.  At  this  stage  of  his  progress  he  may  be 
profitably  exercised  in  the  writing  of  Letters.  The  teacher  may  now 
require  him  to  write  notes,  billets,  and  letters  addressed  to  a  real  or 
fictitious  person,  announcing  some  event,  or  on  some  formal  subject. 
He  will  need  some  instructions  in  relation  to  the  proper  manner  of 
dating,  addressing,*  folding  and  sealing!  of  a  letter.  The  teacher  can- 
not be  too  particular  in  this  respect,  for  early  habits  of  negligence  or 
want  of  neatness,  are  with  difficulty  eradicated. 

EXAMPLES    FOR    PRACTICE. 

The  pupil  may  now  write  notes,  billets  and  letters  on 
the  following  subjects. 

1.  A  billet  of  invitation  to  dinner, — to  tea, — to  pass 
the  evening,  mentioning  the  time,  place,  &c. 

2.  A  note  requesting  a  private  interview  on  important 
business. 

3.  A  letter  announcing  the  death  of  a  friend, — a 
brother, — sister — father — mother,  &c.,  and  addressed  to 
the  same  individuals  respectively. 

4.  A  letter  describing  a  ride  in  the  stage  coach,  (men- 
tioning the  passengers,  &c.,  and  their  deportment,)  to  or 
from  any  town  or  city  mentioned. 

*  In  addressing  notes  to  several  persons  of  the  same  name  and  fam- 
ily there  seems  to  be  a  general  misunderstanding  whether  the  name 
or  the  title  should  be  plural.  When  it  is  recollected  that  every  title 
is  expressed  in  an  elliptical  form,  the  question  will  be  put  to  rest. 
Thus,  when  we  say  John  the  Apostle,  we  mean  John  irho  was  the 
Apostle.  This  view  of  the  subject  seems  to  determine  the  propriety 
of  the  address  to 

The  Misses  Brown  y 

The  Messrs.  Brown^ 
aifd  not  to 

The  Miss  BrownSy 

The  Mr.  Browns. 

t  If  a  wafer  is  used  in  sealing,  the  pupil  should  be  taught  how  to 
apply  it  with  neatness  and  security.  If  it  is  applied  in  too  moist  a 
gtate  it  will  soil  the  paper — if  not  sufficiently  wet,  it  will  not  tecure 
the  letter. 


ENGLISH  COMPOSITION.  103 

5.  A  letter  informing  a  friend  of  the  misfortunes  of 
another. 

6.  A  letter  announcing  a  birth,  marriage  or  engage- 
ment in  the  family. 

7.  A  note  requesting  the  loan  of  a  volume. 

8.  A  letter  of  thanks  for  some  favour  received. 

9.  A  letter  to  a  parent  absent  in  a  distant  country. 

10.  A  letter  giving  an  account  of  an  ordination,  dedi- 
cation, concert,  exhibition,  or  of  some  curiosity. 

11.  A  letter  of  friendship. 

12.  An  answer  to  any  of  the  above. 

SUGGESTIONS. 

With  regard  to  the  mechanical  execution  of  toritten  exercises^  and  the 
mode  of  correctnig  them. 

1.  No  exercise  should  be  received  from  a  pupil,  which  is  not  fair- 
.y  copied  with  all  his  skill ;  for  negligence  in  the  mechanical  execu- 
tion will  induce  the  neglect  of  the  more  important  qualities. 

2.  The  pupil  should  be  required  to  leave  the  alternate  pages  of  his 
paper  blank  ;  either  to  make  room  for  the  corrections ;  or,  to  make  a 
clean  transcript  after  the  corrections  have  been  made.  The  original 
and  the  corrected  exercises  will  then  face  each  other,  and  the  writing^ 
over  the  theme  a  second  time  will  imprint  the  corrections  in  the  pu- 
pil's mind. 

3.  When  the  subject  of  composition  is  assigned  to  pupils  in  clas- 
ses, it  is  recommended  that  a  uniformity  be  required  in  the  size  and 
quality  of  the  paper, — that  the  name  (real  or  fictitious)  of  the  writer, 
together  with  the  date  and  number  of  the  composition  be  placed 
conspicuously  on  the  back  of  the  exercise.  The  writing  should  be 
of  a  plain  kind,  so  that  no  room  being  left  for  display  or  flourish,  the 
principal  attention  of  each  pupil  may  be  devoted  to  the  language  and 
sentiments  of  his  performances. 

4.  No  abbreviations  should  be  allowed ;  and  neglect  of  punctua- 
tion and  errors  in  spelling  should  be  particularly  noticed. 

5.  In  correcting  an  exercise,  the  teacher  should  endeavour  to  give 
the  pupil's  thought  a  proper  turn,  rather  than  to  change  it  for  one 
more  accurate ;  for  it  is  the  pupil's  idea  which  ought  to  be  *  taught 
how  to  shoot.'  An  idea  thus  humored,  will  thrive  much  better  in  the 
mind  than  one  which  is  not  a  native  of  the  soil. 

6.  He  should  accommodate  his  corrections  to  the  style  of  the  pu- 
pil's own  production.  An  aim  at  too  great  correctness  may  possibly 
cramp  the  genius  too  much,  by  rendering  the  pupil  timid  and  difii- 
dent;  or  perhaps  discourage  him  altogetner,  by  producing  absolute 
despair  of  arriving  at  any  degree  of  perfection.  For  this  reason,  the 
teacher  should  show  the  pupil  where  he  has  erred,  either  in  the 
thought,  the  structure  of  the  sentence,  the  syntax  or  the  choice  of 
words.  Every  alteration,  as  has  already  been  observed,  should  differ 
as  little  as  possible  from  what  the  pupil  has  written ;  as  giving  an 
entire  new  cast  to  the  thought  and  expression  will  lead  him  into  an 
unknown  path  not  easy  to  follow,  and  divert  his  mind  from  that  orig- 
inal line  of  thinking  wnich  is  natural  to  him. 


104  PROGRESSIVE  EXERCISES  IN 

lAst  of  Books  recommended  for  the  perusal  of  the  pupil. 

As  this  book  may  possibly  fall  into  the  hands  of  some 
who  are  desirous  of  cultivating  their  minds  and  improv- 
ing their  taste,  but  have  no  teacher  to  direct  or  advise 
them  in  a  course  of  reading,  the  following  list  has  been 
prepared,  embracing  many  works  of  standard  merit, 
which  ought  to  be  familiar  to  all. 

They  are  presented  in  alphabetical  order,  the  author 
being  unwilling  to  dictate,  or  to  assume  the  responsibility 
of  recommending  any  particular  course.  He  has  sug- 
gested those  only  which  have  occurred  at  first  thought^ 
and  perhaps  omitted  many  whose  merits  he  is  not  back- 
ward to  acknowledge,  and  which  ought  to  be  included. 
He  can  only  add  that  the  list  is  offered  to  the  unlettered 
pupil  to  supply  a  deficiency  which  ought  to  have  been 
supplied  by  abler  hands. 

Astronomy,  Phillips',  Vose's,  or  Wilkins'. 

Aikenside's  Pleasures  of  the  Imagination. 

Boswell's  Life  of  Johnson. 

Bennett's  Letters  to  a  Young  Lady. 

Bishop  Heber's  Poems. 

Beattie  on  Truth. 

Beattie's  Poems. 

Bryant's  Poems. 

Belknap's  History  of  New  Hampshire. 

Blair's  Rhetorick,  (not  abridged.)  or  Newman's  Rhetorick. 

Cowper's  Poems,  (particularly  the  Task.) 

Campbell's  Poems,  (particularly  the  Pleasures  of  Hope.) 

Chapone's  Letters. 

Dryden's  Virgil. 

Edgeworth's  Works,  (especially  on  Popular  Education.) 

Foster's  Essays 

Fitzosborne's  Letters. 

Flint's  Valley  of  the  Mississippi. 

Gay's  Fables. 

Goldsmitli's  Poems,  (particularly  the  Deserted  Village.) 

Gregory's  Legacy  to  his  Daughters. 

Gray's  Poems,  (particularly  the  Elegy  in  a  country  church  yard.) 

Hojner's  Iliad  and  Odyssey,  (translated  by  Pope  or  Cowper.) 

Hemans'  Poems. 

History  of  England,  (Sir  James  Mcintosh's.) 

Hannah  More's  Practical  Piety. 

Hamilton's  Letters  on  Education. 

Hedge's  Lo<rick. 

JelTorson's  Notes  on  Virginia. 

Johnson's  Ilass<?las. 

"         Rambler. 

''         Lives  of  the  Poets. 
Junius'  Letters. 


ENGLISH  COMPOSITION.  105 

Kaime's  Elements  of  Criticism. 

Kelts'  Elements  of  General  Knowledge. 

Letters  of  Pope  Ganganelli. 

Life  of  Mahomet. 

Milman's  History  of  the  Jews. 

Milton's  Paradise  Lost. 

"  *'         Regained.  '" 

Mason  on  Self  Knowledge. 
Marshall's  Life  of  VVashmgton. 
Pope's  Works,  (particularly  the  Essay  on  Man,  and  the  Essay  on 

Criticism.) 
Paley's  Moral  Philosophy. 

"       Evidences  of  Christianity. 

'*       Natural  Theology. 
Robertson's  History  of  America. 

"  "  Charles  Fifth. 

Rogers'  Pleasures  of  Memory. 
Rollin's  Ancient  History. 
Shakspeare's  Plays,  (expurgated  edition.) 
The  Spectator. 
The  Tattler. 
The  Guardian. 
The  Adventurer. 
The  Idler. 
The  Mirror. 

Tooke's  Pantheon  or  Dillaway's  Mythology. 
Tytler's  (or  some  other)  Universal  History. 
The  Young  Christian,  (by  Abbot.) 
TrumbulFs  History  of  Connecticut. 
Thomson's  Seasons. 

Watts  on  the  Improvement  of  the  Mind. 
Williams'  History  of  Vermont. 
Young's  Night  Thoughts. 
Zimmerman  on  Solitude. 

The  following  Books  of  reference  should  he  owned  hy  the  pupU, 

A  General  Atlas. 

Johnson's,  Walker's  or  Webster's  Dictionary- 

Lempriere's  Classical  Dictionary,  (Boston  acpurgated  edition.) 

"  Biography. 

Malcom's  Bible  Dictionary. 
Worcester's  or  Morse's  Gazetteer. 


INDEX. 


Page 

LESSON  1.     On  the  use  of  words,    5 
"        II.    Use  of  words  in  phra- 
ses,     6 

LESS  HI.  Use  of  words  in  sen- 
tences,     7 

LESS.  I  V.  Variety  in  the  arrange- 
ment of  the  members  of  senten- 
ces,        9 

LESS.  V.  Variety  of  expression  ; 
the  repetition  of  and  corrected  by 
the  partici[)le, 13 

LESS.  VI.  Variety  of  expre.«!sion, 
continued  J  —  the  change  of  the 
active  for  the  passive,  and  the 
passive  for  tlie  active  verb,  ...  16 

LESS.  VII.  Variety  of  expression, 
continued  : —the  preservation  of 
the  unity  of  a  sentence  by  the  use 
of  the  case  absolute, 17 

LESS.  VIII.  Variety  of  expression, 
continued: — the  same  idea  ex- 
pressed in  various  ways  by  differ- 
ent words, .     .  19 

LESS.  IX.  Variety  of  expression, 
continued: — periplirasis,  or  cir- 
cumlocution,   21 

LESS.  X.  Variety  of  expression, 
continued  : — Euphemism,  or  soft- 
ened expression, 22 

LESS.  XI.  Analysis  of  compound 
sentences, 23 

LESS.  XII.  Synthesis  of  simple 
sentences,  .         24 

LESS.  XIII.  Derivation  :  —  primi- 
tive and  derivative,  simple  and 
compound  words, 27 

LESS.  XIV.     Synonymes,      .          .  28 
"        XV.     Transposition,   .  29 
"        XVI.   Arrangement,  or  clas- 
sification,     31 

LESS.  XVII.  Defmition,  and  dis- 
tinction, or  difference,  .     .     .32 

LESS.  XVIII.  Analogy,  or  resem- 
blance,     .34 

LESS.  X!X.    Tautoh.gy,    ....  35 

LESS.  XX.  Narrntion,  with  an  out- 
line,     36 

LESS.  XXI.  Narration  from  dn- 
tached  sentences, 38 

LESS.  XXII.     Narration    awplijied,  40 

t^ESS.  XXIII.     Description,  ...  43 


Pag« 
LESSON  XXrV.     Figurative    lan- 
guage converted  into  plain,      .     .    46 
LESS.  XXV.     Figuiative  Language  j 
metaphors;  plain  language  convert- 
ed into  ligurative,       ...  .49 

LESS.  XXVI.  Allegory,  ....  61 
"  XXVIf.  Hyperbole,  .  .  52 
"  XXVUI.  Personification,  53 
"  XXIX.  Apostrophe,  ...  56 
"  XXX.  Simile,  or  compari- 
son,        56 

LESS.  XXXI.  Antithesis,  or  con- 
trast,      58 

LESS.  XXXII.  Interrogation,  ex- 
clamation and  vision, 59 

LESS.  XXXIII.     Climax,      ...    60 
"        XXXIV.     Paraphrase,  or 
explanation, 63 

LESS.  XXXV.  Clearness,  Unity, 
Strength  and  Harmony,  ....     64 

LESS.  XXXVI.     Simple  themes,  .    66 

LESS.  XXXVII.    Complex  themes,    71 
"        XXXVIIL     Easv  Essays,  .     76 
"        XXXIX.  Methodizing  a  sub- 
ject,        85 

LESS.  XL.  Investigation  of  a  sub- 
ject,   87 

List  of  subjects  suggested  for  themes, 
6ic 93 

Terms  connected  with  composition,    97 

Alliteration, ib. 

Acrostick,     .         ib. 

Anagram, ib. 

Allusion,       98 

Anticlimax, ib. 

Bathos, ib. 

Kombast, ib. 

Ballad, ib. 

Didactick  writing, ib. 

Style,  various  Kinds  of  Style,  and 
directions  for  forming  a  good 
Style, 99 

Rules  of  Rhyme 100 

Criticism, 101 

Epistolary  writing, 102 

Suggestions  with  regard  to  the  me- 
chanical execution  of  written  ex- 
ercises, and  the  mode  of  correcting 
them, 103 

List  of  Books  suggested  for  the  pe- 
rusal of  the  pupil,     104 


RECOMMENDATIONS. 


The  following  Recommendalions  of  this  work  have  been  selected 
from  a  large  number  of  valuable  notices  from  the  most  respectable 
sources. 

From  Mr.  DUlaway^  Frindpcd  of  the  Latin  School,  Boston, 

"  Their  clearness  and  simplicity  strongly  recommend  them  to  the 
instructers  in  this  important  branch  of  education." 


Prom  Mr.  Andrews^  Principal  of  the  Bowdoin  School,  Boston. 
"  Parker's  Progressive   Exercises  in  English  Composition  will,  in 
my  opinion,  aid  tlie  teacher,  and  encourage  the  pupil, in  tliis  important 
branch  of  education. 


From  Mr.  Walker,  Principal  of  the  Elliot  School. 
Messrs.  Lincoln  &  Edmands,     Gentlemen, 

The  work  which  you  were  pleased  to  send  me  a  short  time  since, 
entitled,  "  Progressive  Exercises  in  English  Composition,"  I  have 
read  with  much  pleasure  and  profit.  It  is  evidently  the  production  of 
a  thorough  and  practical  teacher,  and,  in  my  opinion,  it  does  the  author 
much  credit,  ^y  such  a  work,  all  the  difficulties  and  discouragements 
which  the  pupil  has  to  encounter  in  his  first  attempts  to  write,  are  in 
a  great  measure  removed,  and  he  is  led  on  progressively  in  a  methodi- 
cal and  pbilosopliical  manner,  till  he  can  express  his  ideas  on  any 
subject,  which  circumstances  or  occasion  may  require,  not  only  with 
sufficient  distinctness  and  accuracy,  but  even  with  elegance  and  pro- 
priety. An  elementary  treatise  on  composition,  like  the  one  before 
me,  is  certainly  much  wanted  at  the  present  day.  i  think  this  work 
will  have  an  extensive  circulation,  and  I  hope  the  time  is  not  distant, 
when  this  branch  of  education,  hitherto  much  neglected,  will  receive 
that  attention,  which  in  some  degree  its  importance  demands. 


From  Dr.  Fox,  Principal  of  the  Boijlston  School,  Boston. 
**  This  little  manual,  by  the  simplicity  of  its  arrangement,  is  calcu- 
lated to  destroy  the  repugnance,  and  to  remove  tlie  obstacles  which 
exist  in  the  minds  of  young  scholars  to  performing  the  task  of  compo- 
sition. 1  think  this  work  will  be  found  a  valuable  auxiliary  to  facili- 
tate the  progress  of  the  scholar,  and  hghten  the  labour  of  the  teacher. 

'  From  Mr.  Field,  Principal  of  the  Hancock  School,  Boston. 
The   plan  of  the  work   is  excellent,  and   such  a  book  was   much 
needed.  *  *  *  *     Every   thing   preparatory  is  placed  in  so  clear  and 
progressive  a  manner  that  it  must  greatly  facilitate  the  learner  in  this 
important  branch  of  education. 


From  Mr.  Oliver,  Principal  of  the  Salem  Classical  School, 
"  1  have  introduced  the  work  into  this  Institution  and  heartily  re- 
commend it  to  the  notice  of  the  profession." 


RECOMMENDATIONS. 

From  Walter  R.  Johnson,  Esq.  of  Philadelphia. 
"  Having  often  felt  the  necessity  of  reducing  to  its  simple  elements 
the  art  of  composition,  and  having  been  compelled  from  the  want  of 
regular  treatises  to  employ  graduated  exercises  expressly  prepared  for 
the  purpose,  and  similar  in  many  respects  to  those  contained  in  your 
treatise.  I  can  speak  with  confidence  of  their  utility,  and  do  not 
hesitate  to  recommend  them  to  the  attention  of  teachers. 


From  the  JVatio/ial  Gazette. 

"  Progressive  Exercises  like  these  are  indispensable  for  real   ad- 
vancement." 


From  Rev.  Mr.  Burroughs  of  Portsmouth,  JV.  H. 
**  I  wcs  much  gratified  by  the  receipt  of  your  book,  entitled,  Pro- 
gressive Exercises  in  English  Composition ;  and  if  possible  still  more 
so  by  its  original,  judicious,  and  excellent  plan.  It  is  a  valuable  and 
successful  attempt  to  give  instruction  in  relation  to  one  of  the  most 
difficult  though  important  departments  of  education,  and  I  should 
conceive  it  would  afford  great  pleasure,  as  well  as  benefit,  to  the  minds 
of  the  young,  1  sincerely  hope  that  it  will  be  introduced  into  our 
schools,  where  such  a  work  has  been  long  wanted.  The  result  of  your 
valuable  labour  shows  that  you  were  amply  competent  to  remedy  such 
a  want,  and  has  rendered  an  eminent  service  to  the  cause  of  education." 


From  Mr.  Pike,  late  Preceptor  of  Framingham  Academy. 
I  have  recently  put  a  class  of  boys  into  Mr.  Parker's  ''  Progressive 
Exercises  in  Composition."  They  are  deeply  interested,  and  find 
much  pleasure,  and  1  trust  profit,  in  passing  from  lesson  to  lesson. 
I  have  never  before  seen  boys  so  much  interested  in  "  Writing  Com- 
position," usually  esteemed  one  of  the  heaviest  burdens  imposed  upon 
them. 


From  Mr.  Joseph  Healy  of  Pawtucket. 
"  1  think  it  a  very  valuable  auxiliary  in  the  cause  of  education." 

From  the  American  Annals  of  Education  and  Instruction. 
"  We  have  seen  no  work  which  seems  to  us  so  useful  as  a  guide  to 
the  teacher,  and  an  aid  to  the  pupil." 


From  the  Kt.  Rev.  G.  W.  Doane,  Bishop  of  JVeio  Jersey,  formerly 
professor  of  Wictorick  and  Oratory  in  Washington  College. 

'*  Your  little  book  on  composition  is  excellent.  It  is  the  best  help 
to  that  difficult  exercise  for  the  young  that  I  have  ever  seen." 

From  the  Boston  Evening  Gazette. 
"  Mr.  Parker  has  certainly  hit  upon  a  most  happy  method  of  aiding 
the  young  student  in  one  of  the  most  useful,  and,  one  of  the  most 
difficult  parts  of  common  school  education,  and  we  know  of  no  recent 
school  book,  if  it  is  generally  used,  that  will  be  more  serviceable  to 
the  rising  generation,  than  the  Progressive  Exercises  in  English 
Composition." 


VB  36965 


THE  UNIVERSITY  OF  CALIFORNI 


irufi^^ 


APPROVED  SCHOOL  BOOKS 
PUBLISHED    BY   ROBEn.T   »,    DAVIS. 

wo.  77  WASHINGTON  STREET BOSTON. 

GPKENLEAF'S  NATIONAL  AUITCiMETIC,  on  the  inductiv 

systcr-  vmibiiiii!?  the  Analytic  and  Syntheuc  Meihods,  in  which  the  principles  nt 
ArJ'li!.  wC  ar'»  oxpliiaeJ  and  illustratocl  in  a  perspimuius  and  t'lmili.ir  niannor  ;  cou 
; ».  .in  '  l^o.  p  •icical  '^y^tem-^  nf  Mensuration,  Gu;i;,Mng:,  (n'nrn(*iry,  BomI.  Keeping,  &,c., 
"»!..l  iji  1  practical  iifu;  mutiou  coiinecte  I  with  Tr.ule  uMiICutntnerce— fivn.iiug  «,  cotn 
pleie  A'orcantile  Arithmetic.  Designed  for  ScIjooIs  and  Acadomifjs  tLmu  ''lou'  th<s  JJ'iit 
edStati  •.  By  Benjamin  Greenleaf,  A.  M.  Preceptor  of  IJradford  AcalHm-.  x^e.vslerc 
ol'p^  p  l.tion,  with  corrections  and  improverni-nts.  3c5"  I'his  work  la  lu^'i.lv  approve  i 
and  .•„>'. I  tended  by  teachers  who  liave  used  it.  And  its  superior  merits  have  ;il 
ready  .iivr  it  an  introduction  into  many  of  our  best  Schools  and  A<  .n  i'  '•  \  \\ 
En^a;  !  States. 

Tl-T.  CLASS  BOOK   OF   ANATOMY,  explanatoiy  ..{'  the    iii-;t 

princii^ios  of  human  organization,  as  the  basis  of  physical  oducatiot.  Designed  for 
Schools  .ind  the  general  reader.  By  Jerome  V.  C.  Smith,  M.  D.  formerly  Professor  of 
general  Anatomy  and  Physiology  in  the  Berk>4»ire  Medical  fnstitution,  aiuf  nithor  ..f  sca-- 
eral  works — willi  miinerous  illustrations, and  a  full  Gloss  iry,  or  explanaMoii  oi  te'ihiuril 
terms.  xN'evv  stereotype  edition,  revised  and  enlarged.  This  wrrk  has  received  the  high- 
est ies'imoniala  of  approbation,  from  the  mus.  resp.-Ktable  sourtes. 
From  tin;  Huo,  Hubbard  iVmsloin,  Bo^ititn. 

BosTOt*,  Nov.  7th,  1836.     I  h  ive  examinfd  thf^  Class  Book  of  An;  • .   P.     ;,,;,.., 

with  v'^ry  great  satisfaction.  For  comprehensiveness,  precision,  ;.  •  ;  p  iii-i)}iiiii' il  ar- 
rangement, it  is  surpassed  by  no  book  of  the  kind  which  f  hnveevor  s.*' .i.  'J'lie  sindy  of 
Anatomy  and  Piiysiology,  to  some  extent,  is  exceedingly  inferost^ir.i;  and  useful  as  a 
braiiiih  of  common  education  •,  and  it  ia  to  be  desired  that  a  '^li'mlu  h;  more  exte  isively 
adopted  in  .illour  highm-  schor>!s.  To  secur-j  this  end,  there  is  ni>  otluu  b.)i)k  h-fore  the 
public  so  well  prep^.red  as  the  one  under  remark.  It  is  ulso  a  convonient  compr-nd  to  lie 
upon  l.lie  tableof  the  scienlitic  anatomist  and  nlivsician,  and  u  very  valuJile  laniily  book 
for  reference,  aad  for  explatiaiion  of  terms  which  of  an  occu     in  re'adm,-.    Jl.  vVinslow. 

ALGER'S  MTTRRAY'S  GR  AMMA^l.     T^iiuyr  Mi;  v  iv^  ..  vj;  ahritlg- 

ment  cf  his  Grammar,  with  copious  additions  from  nls  larger  w  ^ri-w,  r  ic  -.i.:  the  Syntax 
very  c..;-uplete,  to  which  questions  for  examination  aro  addud.  i:  •  isra  1  Algt-r.  Jr. 
As  a  cheap  and  com,  ?n(iious  elementary  wirk  for  gen  ral  u>',t  i?  is  probio!  ihq  best 
Gramriar  extant.  Though  furnished  at  a  cheap  price,  it  i^  so  ^oi  r.  is,  mt  in  i.i^st  cas" - 
to  supercede  the  necessity  of  n  larger  work.  Tliis  work  has  be;^n  introdncnl  "  ito  oil  ih 
public  Schools  in  Bnton,  and  is  in  goiieral  use  throughout  t(-:.'>  ', ,;  ',ed  States- 

ALGER'S  MURRAY'S  EXERCISES.    A  ..-w  aivi -realty  impmv 

p,(]  ster'^otype  edition,  in  which  ail  the  rules  of  Syntax  are  inserted,  inii  roferences  b. 
ligure.s  aro  mjide  to  the  rules  an!  observations  by  which  false  grammar  li  to  be  correcteil 
Adapted  to  Alger's  Murray's  Grammar. 

SLlCiUEL  to  Parkers  Pi\)gres«  re  Exercises  in  EnglisL  Compositioii 

by  t'lf.  same  author.     1  vol   T^mo. 
CLASSICAL  READER,  a  Selection  of  Les.sous  ia  Pro,-' 

from  the  most  esteemoJ  English  and  Americnii  '.vrlaTs.     'nt"-    ••  i"  '  ;!ic 

clas,ses  in  public  and  private  Setninaries.     By  1.  "  .  !      >'',  ,    ,  i, 

orson^  of  Boston.     Tenth  edition,  stereotyped. 

^  t'hE  BOSTON  SCHOOL  AT£.AS-cmnraein-:i  tj,nn 
Geography.  Containing  17  Maps  an  1  Charts.  Emhellisiied  withinsiri 
ings.  Eighth  stereotype  edition.  <i):5°'^lf'i^*  '-h  thi?  book  was  d-  'n)  , 
classes  ia  schools,  for  which  it  is  a;;inlrab!}  ca.i'ulated,  yet  its  Maps  •  . 
questions  so  full,  and  its  su'umary  uf  ;]ie  Scif^nc  •  so  hapjii.'y  execul 
i^jn  of  inany,  it  contains  -lH  that  is  ■■■•  ce.ssary  for    he  pupil  iri  our  con); 

ADAMS'    SCHOOL   GEOGRA^^^Y  AXJ   ATLA^. 

highly  approved.     New  improved  edition.     More  than  M(),()()i)  copies  bav,'  h, 

and  it  may  justly  be  said,  that  probably  no  woik  is   bettor  a  'apted  »•»  "     •!  >.l.s 

ingenoral,  vvhere  an  extended  description  of  tiie  ^vorld  is  dcsir':. 

From  Dr.  Stauir/Uoii.,  laic  Pri'.si/".!i.tiif(y)lunbi.d  Cttl! 
The  Geography,  by  D.  Adams,  A.M.  as.  fir  as  my  Judgment  exleiul.-,,  i-  uw^  <n  \\ic  I,  .;. 
p'n-si  etf.irts  for  impxrting  prolit,  popularity,  anil  pleasure  to  the  science  it  teaches,  'i'l 
accentuation  of  di(ri''.uli.  words  in  the  first  part,  is  as  necessary  and  u-<eful  as  th"  oullinr 
to  b(5  cn;n.nittcd  to  memory  in  the  second  part,  are  select  and  judicious.  In  part  thirv  ,  ilr 
.•  uthOr  has  avoided  servility  in  copying  from  the  works  of  otiicis,  and.  in  a  style  lu- it  an 
attraclivo,  ins  exiiibited  the  stut^  of  nations  an<l  -wties,  not  as  they  preseiUed  themielv- 
in  the  last  or  Ibrmer  centuries,  but  as  they  now  exist.  The  work  dis^ ov.>rj  n,     ..vt-.n-i 
rtjading  oftheanthor,  and  ;.  felicity  of  talent  in  fixing  on  the  facts  \\^ 
lated  to  inform  and  odify.  I  wish  tlie  work  an  extensive  circulation      \ 

n^\LKER'S  BOSTON  SCHOOL  DICTIOXAP^ 

•1.  designed  for  Schools  throu^uut  the  Unite  I  States. 


